中国通信产业现状及未来走向初探

信息产业部的成立，使中国通信产业发生巨大的变化。从职能及机构设置上，体现了政企分开、减员增效、统筹规划合理配置资源、避免重复建设、推进国民经济信息化的原则。除中国电信和中国联通外，其他２运营者也已经或即将出现，市场竞争将进一步加剧，行业政策、产业政策、业务市场和设备市场都将随之变化。市场政策和竞争模式的确立，将使中国通信产业向着健康、有序的方向蓬勃发展。     

发展中的我国中学物理"四个类型实验"

分析总结了半个世纪来我国中学物理教学“4个类型实验”的历史、内涵、功能和教法。     

自动化专业"供电技术"课程教学改革探讨

针对“供电技术”课程教学过程中存在的问题及当前教学改革的需要，讨论了“供电技术”课程教学内容整合的思路、指导思想及基本原则，提出了理论一实践一应用的三段式教学模式以及采用问题引导式和讨论式的教学方法，探索了增添新的教学内容，更新课程设计资料与强化课程设计的管理，合理配置习题和改革考试方式的教学改革思路。经过几年的教学实践，取得了良好的教学效果。     

浅谈如何合理性选配和组建物理实验仪器系统

介绍了浙江大学物理实验中心合理性选配和组建物理实验仪器系统的方法和经验,并以光学实验室为例展开探讨.     

基于“学习金字塔理论”的物理化学实验教学模式改革实践

介绍了东北林业大学物理化学实验课程教学中基于"学习金字塔理论"进行教学模式改革实践的情况。在实施实验教学过程中,通过增加"学生通过在线实验视频预习""学生为学生讲解实验""操作前学生小组讨论"和"操作后学生小组总结讨论"等学习环节,建立了一种有效的"以学生为中心"的实验教学模式,促进了学生综合素质和创新能力的培养,取得了良好的教学效果。     

在基础无机化学实验教学中培养学生自主学习能力

自主学习能力的培养是开发学生创新思维、增强独立研究能力的基础,本文通过剖析基础无机化学实验教学中存在的问题,结合大一新生在学习过程中暴露出来的问题,探讨了如何在基础无机化学实验教学的不同阶段,在实验教学的各个环节中,采取不同的教学方式,运用不同的教学手段,帮助学生树立自主学习意识,提高自主学习能力,为新世纪高素质、创新性人才的培养奠定良好的基础。     

物理化学教学研究会第三次会议纪要

物理化学教学研究会第三次会议以物理化学实验教学改革与建设为主题,介绍了教指委制订的实验教学建议内容,并就今后的物理化学实验教学改革进行了交流和研讨。本文介绍了物理化学实验的特点、当前的改革进展及其局限性,总结了部分高校在实验的目标导向设计、教学模式改革、教学理念和方法改革、教学达成度考核设计、实验新原理新方法引入等方面的做法和经验。论述了近期需要开展的重点工作。对今后的物理化学实验教学改革和建设具有一定的指导意义。     

普通化学教学改革与探索

结合近几年的普通化学教学实践,我们分析了普通化学教学实践过程中存在的一些问题,并提出了培养学生的创新能力,不断更新教学内容,将理论教学与实验教学相结合等几方面建议。     

Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement

Mathematics coaching, as typically practiced in US schools tends to be responsive and individually focused work in which coaches respond to invitations from individual teachers to help them improve their teaching. But what does the work of coaching look like if it is organized instead to engage teachers collectively in service of school-wide improvement? This is the question we take up in this paper through examining the case of one school-based elementary mathematics coach whose work more closely aligned with emerging findings in the field of instructional improvement about the power of coaching for school-wide reform. The coach helped to dramatically transform a recent history of poor performance and deficit-oriented narratives pertaining to the school and its children. Through a fine-grain analysis, we illustrate the coach’s work implicated in supporting groups of teachers to come to mutual understanding around and further development of shared high-quality instructional practices. The components of coaching that help support collective capacity are discussed.     

Finding Alignment: The Perceptions and Integration of the Next Generation Science Standards Practices by Elementary Teachers

Preparing elementary‐level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science instruction of three grade 3–5 elementary‐level teachers. We used observation, interviews, and surveys to determine the level to which the teachers perceived they taught and engaged in teaching science aligned with the eight NGSS practices. We found that the teachers were partially, and intrinsically implementing several of these practices in their instruction, and at the same time could not articulate the eight NGSS practices. Our results suggest there may be ample opportunity to build on the current science instruction of elementary‐level teachers to bring their instruction into alignment with the NGSS. We found that teachers’ perceive professional development, school culture, and access to additional instructional resources to be essential to their adoption of the NGSS practices.