奥尔堡PBL模式对提升有机波谱分析教学效果的启示

概述了有机波谱分析课程教学中存在的主要问题，介绍了奥尔堡PBL模式的主要特点和优势，分析了将奥尔堡PBL模式用于有机波谱分析课程教学的必要性和可行性，并从课时分配、教学内容、教学方式和考核方式等4方面提出了教学改革方案，旨在提高教学效果。     

结合PBL课例的无机化学线下对分课堂教学设计与实践*

以原电池一节教学设计为例,探索了将PBL课例融入对分课堂教学模式。教学实践表明,新教学模式激发了学生的学习兴趣,提高了学生学习的积极性和主动性,提升了课程教学效果,达到了课程教学目标。对PBL课例与对分课堂有机融合的全新课堂教学模式的建设与发展进行了展望。     

PBL教学模式在中美高校化学实验课教学中应用的对比研究

因课程设置、学情等不同, PBL教学模式在中美高校化学实验课的实施过程中各具特色。本文从教材、课程考核、师资培训、研究机构和基金等4个角度客观分析PBL教学模式在中美2国高校化学实验课应用中的差异,并在此基础之上提出,应该客观公正地看待这种差异,树立文化自信。     

PBL教学法在无机化学概念性知识中的应用*

将PBL教学法结合翻转课堂的教学模式引入对无机化学概念性知识的讲解,利用超星学习通以任务清单的形式指导学生在课下完成自学,在课上进行讨论交流,促进学生的主动学习。通过实践可以发现此方法有助于形成活跃的课堂氛围并达到良好的教学效果,利于学生多种能力的培养。     

PBL节点初始平动刚度计算及设计参数优化

为研究钢桁腹混凝土组合箱梁中PBL(Perfobond Leiste)节点的初始平动刚度及其影响因素,首先基于组件法,运用卡氏第二定理推导出考虑了开孔钢板与混凝土间的界面剪切力和混凝土榫贡献的PBL节点的初始平动刚度表达式,其次以某工程实例为背景,结合有限元模型验证所推公式的合理性;在此基础上分析了混凝土强度、腹杆直径、腹杆壁厚、开孔钢板开孔孔径和开孔钢板厚度等构造参数对初始平动刚度的影响,并利用正交分析法对以上5个参数进行优化组合。研究结果表明,本文方法计算的PBL节点初始平动刚度结果与有限元计算结果间的误差在8.0%以内;相较运用解三角形计算腹杆平动位移的方法,采用卡氏第二定理不仅可以简化计算,还可以减小解三角形过程中因多次计算变形带来的误差累积;腹杆刚度对PBL节点整体平动刚度的贡献最大,可达到82.5%;保持原设中的混凝土强度不变,将腹杆直径增加20 mm,将钢腹杆壁厚增加4 mm,将开孔钢板开孔孔径增加4 mm,将开孔钢板厚度增加4 mm,可以将PBL节点理论初始平动刚度提高约25.7%。     

PBL as a pedagogical approach for integrated STEM: Evidence from prospective teachers

Problem-based learning (PBL) and science, technology, engineering, and mathematics (STEM) are two acronyms widely visible in education literature today. However, few studies have explored these in connection with one another, specifically with regard to teacher preparation. This study investigated how 47 prospective elementary teachers developed PBL units and how they integrated STEM and other disciplines into those units. It also addressed the affordances and constraints of integrated STEM as perceived by the prospective elementary teachers. Data sources in this multimethod study included PBL units and interviews. Findings revealed that all of the units integrated at least two of the STEM disciplines, as well as literacy, in a variety of ways. The prospective teachers articulated perceived benefits of integrated STEM, such as: making connections across content areas, preparing students for the real world, teaching students that failure is not a bad thing, and providing future opportunities. They also addressed perceived barriers of integrated STEM, such as: having limited experience with the content, diminishing the effect of individual content areas, and needing better curriculum alignment. Overall, this study provides evidence that PBL can be a pedagogical approach to integrate STEM. Implications for teachers, teacher educators, and curriculum specialists are discussed.     

Evolution of planetary boundary layer under different weather conditions,and its impact on aerosol concentrations

A field experiment was conducted in Tianjin,China from September 9-30,2010,focused on the evolution of Planetary Boundary Layer（PBL） and its impact on surface air pollutants.The experiment used three remote sensing instruments,wind profile radar（WPR）,microwave radiometer（MWR） and micro-pulse lidar（MPL）,to detect the vertical profiles of winds,temperature,and aerosol backscattering coefficient and to measure the vertical profiles of surface pollutants（aerosol,CO,SO₂,NO_x）,and also collected sonic anemometers data from a 255-m meteorological tower.Based on these measurements,the evolution of the PBL was estimated.The averaged PBL height was about 1000-1300 m during noon/afternoon-time, and 200-300 m during night-time.The PBL height and the aerosol concentrations were anti-correlated during clear and haze conditions.The averaged maximum PBL heights were 1.08 and 1.70 km while the averaged aerosol concentrations were 52 and 17μg/m³ under haze and clear sky conditions,respectively. The influence of aerosols and clouds on solar radiation was observed based on sonic anemometers data collected from the 255-m meteorological tower.The heat flux was found significantly decreased by haze （heavy pollution） or cloud,which tended to depress the development of PBL,while the repressed structure of PBL further weakened the diffusion of pollutants,leading to heavy pollution.This possible positive feedback cycle（more aerosols→lower PBL height→more aerosols） would induce an acceleration process for heavy ground pollution in megacities.     

发展PBL模式改革药学专业的分析化学课堂教学

PBL教学是以问题为基础的教学模式,将PBL教学模式应用到分析化学课堂教学中,有助于提高学生发现问题、分析问题和在实践中解决问题的能力。对发展PBL模式用于药学专业的分析化学课堂教学进行了探讨,提出了可以在教学及考核阶段从教学内容和课堂教学方式上应用PBL模式,结合多媒体、网络、CAI等现代化的教学手段,促进分析化学课堂教学的改革,培养具备创新能力的药学专业大学生。     

“雨课堂+奥尔堡PBL模式”用于化学信息检索教学*

针对化学信息检索教学存在的主要问题,设计基于“雨课堂+奥尔堡PBL模式”的教学改革方案,并在许昌学院制药工程专业中予以实施,通过问卷调查和过程性评价检验教学改革效果。结果表明,在化学信息检索课程中引入“雨课堂+奥尔堡PBL模式”后,学生的信息检索能力、学习兴趣和学习效率等得到显著提升,教学满意度高达92.5%。     

基础化学与特色专业化学的承接与协调——以煤化学中“胶质体”为例

针对特色专业化学教学过程中与基础化学知识的承接和协调问题，将繁杂的基础知识和专业理论设定成不同的学习目标，对课程内容重新梳理和组织。以PBL教学理念进行教学设计，强化学习过程中的自我管理和解决问题的能力；以CBL模式进行案例分析，将抽象枯燥的理论知识变成直观、生动、形象的案例，促使学生不断思考该问题或现象出现的原因和机制，克服了普通教学法理论与实践相互联系不足的缺点。对知识点的讲解采取"因-果"相承、"点-面"结合、"抽象-具体"对照的授课方法，获得了良好的教学效果。