高分子材料与工程专业梯度式专业实验体系探索

分析了常州大学高分子材料与工程专业中传统专业实验体系存在的不足,提出了\"2+7+2\"梯度式专业实验体系,即在2周实验仪器操作实训的基础上,进行7周加工与合成综合实训,然后再进行2周工程能力综合实训.该实验体系的三项内容在难度和实践强度上层层推进,呈梯度式分布.从体系实施后学生在后续生产实习及毕业论文阶段的表现来看,新的专业实验体系效果良好,不仅强化了学生对本专业主要知识的系统了解,并且使学生的工程能力和创新意识都明显提高。     

高校教学用全媒体交互式演播中心的设计实现

互联网 时代,世界传媒数字化变革是大势所趋,传媒教育改革与创新亦势在必行。该文从高校构建以能力培养为中心、以就业为导向的实践教学体系,创建全媒体交互式演播中心着手,以四川传媒学院全媒体交互式演播中心为例,介绍了其设计需求、设计原则和系统方案、功能区域以及特色优势等的建设情况及未来价值,力图在教学实践中完成实践教学。     

门诊医生工作站在我院的应用和体会

门诊医生工作站是门急诊医生借助计算机网络,实现病人信息采集、处理、存储、传输和服务,实现对门急诊病人信息管理的计算机软件系统。将先进的计算机技术、数据库技术和临床知识应用于门诊医生工作站,可以实现医疗管理信息化和数字化,从而提高医院的管理水平、提高医生的工作效率和服务质量。本文将阐述我院实施门诊医生工作站的具体做法,以及在实施过程中遇到的问题及解决方案等,希望对同行有所帮助。     

汽车总线技术教学改革探索与实践

汽车总线技术是一门实践性很强的前沿课程,在实际中的应用也越来越多,为了进一步提高教学效果,文章根据汽车总线技术的教学现状以及存在的问题,提出了教材建设、增加实验学时、改变教学方式和加强教师自身专业知识修养等方面的改革措施,通过实践表明可以很好地改善教学效果。     

“引导、思考、学习、制作、创新”理念的案例制作剖析——基于《模拟电子技术》课程

针对《模拟电子技术》这门课的特点,在教学工厂理念的引领下,不断的研究教育教学方法,通过多年的教学实践,采用的"引导、思考、学习、制作、创新"的教学理念在课程教学中获得良好效果,本文介绍的UPS电源的设计与制作很好地阐述了该教学理念。     

基于创新平台为载体高职电子类专业实践教学改革

针对未来电子系统的发展趋势,提出了基于自主研发MCU+模数混合应用电路的硬件创新平台为载体的电子类专业实践教学新模式,通过让学生人手一套硬件创新平台,教师可以根据时间灵活的准备实践教学内容和设计创新性的实践教学项目,学生可以将实践场所从实训室扩展到任何安全的场所,即可以解决实训场地问题,又可以把学习的主动权交给学生,激发了学生的学习兴趣,有效提高了电子类专业实践教学的教学质量,具有一定的推广价值。     

Promise as Practice Reason

Acta Analytica - To promise someone to do something is to commit oneself to that person to do that thing, but what does that commitment consist of? Some think a promissory commitment is an...     

Research, practice, uncertainty and responsibility

Three issues concerning the relationship between research and practice are addressed. (1) A certain ‘prototype mathematics classroom’ seems to dominate the research field, which in many cases seems selective with respect to what practices to address. I suggest challenging the dominance of the discourse created around the prototype mathematics classroom. (2) I find it important to broaden the school-centred discourse on mathematics education and to address the very different out-of-school practices that include mathematics. Many of these practices are relevant for interpreting what is taking place in a school context. That brings us to (3) socio-political issues of mathematics education. When the different school-sites for learning mathematics as well as the many different practices that include mathematics are related, we enter the socio-political dimension of mathematics education.On the one hand we must consider questions like: Could socio-political discrimination be acted out through mathematics education? Could mathematics education exercise a regimentation and disciplining of students? Could it include discrimination in terms of language? Could it include sexism and racism? On the other hand: Could mathematics education bring about competencies which can be described as empowering, and as supporting the development of mathematical literary or a ‘mathemacy’, important for the development of critical citizenship?However, there is no hope for identifying a one-way route to mathemacy. More generally: There is no simple way of identifying the socio-political functions of mathematics education. Mathematics education has to face uncertainty, and this challenge brings us to the notion of responsibility.     

Critical rationalism in practice: Strategies to manage subjectivity in OR investigations

The philosophical position referred to as critical rationalism (CR) is potentially important to OR because it holds out the possibility of supporting OR’s claim to offer managers a scientifically ‘rational’ approach. However, as developed by Karl Popper, and subsequently extended by David Miller, CR can only support practice (deciding what to do, how to act) in a very limited way; concentrating on the critical application of deductive logic, the crucial role of subjective judgements in making technical and moral choices are ignored or are at least left underdeveloped. By reflecting on the way that managers, engineers, administrators and other professionals take decisions in practice, three strategies are identified for handling the inevitable subjectivity in practical decision-making. It is argued that these three strategies can be understood as attempts to emulate the scientific process of achieving intersubjective consensus, a process inherent in CR. The perspective developed in the paper provides practitioners with a way of understanding their clients’ approach to decision-making and holds out the possibility of making coherent the claim that they are offering advice on how to apply a scientific approach to decision-making; it presents academics with some philosophical challenges and some new avenues for research.