高等教育经费投入对经济增长的驱动力影响实证研究——基于西北五省数据的LMDI分解

以高等教育为主体的人力资本投入对地区经济增长具有推动力已成为经济发展在理论和实践上的普遍认识.首次将LMDI分解法引入高等教育经费投入与GDP增长之间的动态关系实证研究,通过构建GDP总量分解模型,深入分析二者之间内在的因果驱动关系.分析结果表明,对我国而言,代表高等教育经济投入总量的活动效应对GDP变动贡献最大,是主要驱动力;代表教育经费在区域问分布的结构效应对GDP变动影响很小;代表单位教育经费驱动效率的效率效应对GDP增长起到了重要促进作用.     

综合性设计性实验的教学思路探讨

介绍了北京科技大学近年来面向低年级本科生开设综合性设计性实验的教学思路.在实验项目的设置上,根据实验室条件重点考虑可操作性;在实验内容方面重点考虑渐进性,让学生力所能及;在教学方式上强调引导,激发学生的研究兴趣.     

多学科跨专业物理实验教学研究

本文以跨专业物理实验的教学实践为例,阐述了开设具有特色的适用多专业的实验内容,是实现素质教育的途径之一。     

化学综合测试平台在化学创新型人才培养中的作用

科研平台在创新型人才培养中有重要的支撑和保障作用,通过课程建设、平台资源整合和开放共享、技术培训、学生直接参与科研活动等方式,探索了测试平台为学院本科创新型人才培养发挥更多作用的路径。充分利用测试平台的资源优势,为人才培养发挥更多作用,对于提升学生观察、分析和解决问题的能力,以及培养学生的科研思维具有重要的促进作用。     

吉林大学化学学科国际化人才培养模式的探索与实践

吉林大学化学学科作为国家“双一流”建设学科,始终将一流人才的培养作为不懈追求发展的根本目标。充分利用海外优质教育资源,建设与实施多元化、特色化的海外优质课程和国际交流项目,通过搭建外延式实践平台,支持能力阶梯式增长,为培养具有创新意识、实践能力、国际竞争力和家国情怀的高素质人才构建了多层次、国际化的创新人才培养模式,培养了大批化学领域的杰出人才。     

论大学物理实验体系建设与教学改革

传统的物理实验是按普通物理、电子线路和近代物理等内容进行划分，这种体系突出了学科的系统性，但忽视了学科之间的兼容互补性，各学科相互独立，限制了学生跨学科思维能力和创新能力的培养，建立现代物理实验教学新体系是大学物理实验教学改革的必然趋势．新的物理实验体系应依照训练层次，划分为引导性实验、基本实验、综合性实验、设计性实验、研究性实验．并需要注重时代性和先进性，改革和更新大学物理实验教学内容，改革实验教学与管理模式，形成新的运行机制，从而达到学生素质和能力的提高．     

Conceptualizations of slope in Mexican intended curriculum

Slope is a fundamental mathematics concept in middle and high school that transcends to the university level. An understanding of slope is needed at the university level since slope plays an important role in understanding problems involving variation and change. In this study Mexican curricula documents were examined to determine which conceptualizations of slope are addressed in the intended mathematics curriculum. To explain the results, we use conceptualizations of slope identified in previous research. Our findings reveal that, to a certain extent, the conceptualizations proposed in the Mexican intended mathematics curriculum differ slightly in terms of the emphasis and timing of instruction from what others have identified in the U.S., with slope as a geometric ratio receiving less emphasis in the Mexican curriculum. There was also noted discontinuity within the Mexican curriculum in introducing slope in grade 9 and subsequently introducing of linear functions in grade 10 without explicit mention of slope. Suggestions are made for future studies, both to consider the conceptualizations of slope promoted in the Mexican textbooks and the impact they have in classroom instruction and student learning of slope.     

Prospective teachers anticipate challenges fostering the mathematical practice of making sense

Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of “Make sense of problems and persevere in solving them.” We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential difficulties with fostering SMP1. Findings suggested that PTs' common anticipated difficulties relate to planning a solution pathway and self monitoring whether the solution makes sense. Moreover, a third of PTs disclosed that their anticipated difficulties are linked to their own personal struggles with aspects of SMP1. An alternative interpretation of SMP1 surfaced in which a small number of PTs described SMP1 as necessitating that a teacher teach multiple solution methods to students, instead of engaging students in productive struggle to develop their own strategies. We present a framework illustrating the connections between SMP 1 and Pólya's problem solving phases, and we discuss how these findings connect to and build on previous research of PTs' experiences with problem solving. We offer implications for the targeted support needed in teacher preparation programs to address these struggles, to prevent them from being replicated in their students.     

The long term impact of a coherence based model for mathematics intervention

This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii) coherence between pull-out intervention and classroom instruction. The study found that over half of the third grade intervention students that participated in this initiative were classified as “novice” (the lowest possible performance category) on state standardized mathematics assessments at the end of the third grade. However, over the course of the following four years, the novice reduction rate of these students was significantly (p < .01) greater than other novices in Kentucky that did not participate in the initiative. These findings indicate that when implementing intervention initiatives to help students that are struggling with mathematics, it may be important to establish coherence between pull-out intervention and classroom instruction. The long term impact of this approach among traditionally underrepresented minorities suggest that this publication may provide insight into important equity issues where long-term analyses may sometimes be needed to capture the full impact of intervention initiatives.     

Families,experiments, and nature: Learning science through project-based learning

This study brings together the research focused on science education through project-based learning (PBL). This learning project was carried out in a rural learning community and an attempt was made to adapt to the natural resources of the area by organizing educational outings, experimental activities, and encouraging the participation of families. The overall objective is to test the effectiveness of applying the PBL teaching methodology for learning science in a rural learning community. The methodology used has been qualitative, specifically, the participating research has been used and the information has been compiled in a field notebook. The results show that the didactic proposal had good results; showing that, in conclusion, science teaching today should be inclined toward more innovative educational methodologies such as PBL.