The function of graphs and gestures in algorithmatization

The purpose of this paper is to present evidence supporting the conjecture that graphs and gestures may function in different capacities depending on whether they are used to develop an algorithm or whether they extend or apply a previously developed algorithm in a new context. I illustrate these ideas using an example from undergraduate differential equations in which students move through a sequence of Realistic Mathematics Education (RME)-inspired instructional materials to create the Euler method algorithm for approximating solutions to differential equations. The function of graphs and gestures in the creation and subsequent use of the Euler method algorithm is explored. If students’ primary goal was algorithmatizing ‘from scratch’, they used imagery of graphing and gesturing as a tool for reasoning. However if students’ primary goal was to make predictions in a new context, they used their previously developed Euler algorithm to reason and used graphs and gestures to clarify their ideas.     

高分子玻璃化转变过程的分子动力学模拟本科教学实验

玻璃化转变是高分子专业教学中的重要内容,转变过程中自由体积的变化和分子链段的运动是理解玻璃化转变的难点。在计算机上使用分子模拟的方法得到三维的可视化图形,可以更直观地观察到自由体积和分子链的变化。提炼近年分子模拟技术在玻璃化转变研究中的最新科研成果,得到既有理论基础又适合本科教学的课程素材。分子模拟可以实现了仪器测试无法达到的超快速升降温,并与仪器测试得到的实验结果相对照,验证了普通实验很难验证的理论观点,从而拓展了本科实验的范围,达到了很好的教学效果。     

基于创新能力培养的化学专业本科实验教学新体系的构建与实践

课程体系是人才培养的载体。为了更好地培养拔尖创新人才,南京大学化学国家级实验教学示范中心依据化学学科的特点和发展趋势,以科学内容的内在联系和研究规律为主线构建了“化学实验基础?化学合成与表征+化学原理与测量?化学功能分子实验+化学生物学综合实验+基于项目的研究实验”实验课程新体系,按照一流课程建设要求(高阶性、创新性和挑战度)对实验教学内容进行了优化,并建立起与之相适应的实验教学平台。新课程体系综合考虑了化学一级学科的整体性和关联学科的交叉性,在南京大学化学化工学院“拔尖计划”和“强基计划”学生中实施,教学效果显著。     

构建化学实验教学新体系,培养创新创业人才

基于创新创业型人才培养的需要,针对当前化学化工专业大学生实验教学中的能力培养问题,通过实验教学内容与科学研究和生产应用互动,构建了化学实验教学新体系,将训练实验技能、训练知识转移能力、训练创新创业意识等环节相互融合、相互支撑,从课内延伸到课外,做到大学四年创新创业训练不断线,并在本科生的实验教学过程中进行了实施,取得了良好的教学效果。     

Reinventing the formal definition of limit: The case of Amy and Mike

Relatively little is known about how students come to reason coherently about the formal definition of limit. While some have conjectured how students might think about limits formally, there is insufficient empirical evidence of students making sense of the conventional ?-δ definition. This paper provides a detailed account of a teaching experiment designed to produce such empirical data. In a ten-week teaching experiment, two students, neither of whom had previously seen the conventional ?-δ definition of limit, reinvented a formal definition of limit capturing the intended meaning of the conventional definition. This paper focuses on the evolution of the students’ definition, and serves not only as an existence proof that students can reinvent a coherent definition of limit, but also as an illustration of how students might reason as they reinvent such a definition.     

Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning

The purpose of this paper is to further the notion of defining as a mathematical activity by elaborating a framework that structures the role of defining in student progress from informal to more formal ways of reasoning. The framework is the result of a retrospective account of a significant learning experience that occurred in an undergraduate geometry course. The framework integrates the instructional design theory of Realistic Mathematics Education (RME) and distinctions between concept image and concept definition and offers other researchers and instructional designers a structured way to analyze or plan for the role of defining in students’ mathematical progress.     

简易多路气体分流装置在有机实验教学中的应用

介绍了一种简易多路气体分流装置,可以简单方便地将惰性气体分流供应多个学生同时使用,并确保每条支路气流量充足。该套装置可以提高操作的安全性同时减少资源的浪费,它拆装方便,可以在不使用时进行存放储藏,有效地减小占有空间。     

本科生与研究生有机波谱分析课程教学差异对比

针对有机波谱分析课程,探讨了本科生与研究生在教材、教学主要内容、教学模式、教学实践及教学规划的侧重点等方面的差异。指出本科生教学侧重基础知识,难度不宜过高;而研究生教学注重原理、实践,注重学科发展及培养学生解决复杂图谱的能力。     

Satisfying moments during the transition-to-proof: Characteristics of moments of significant positive emotion

There is an increasing acknowledgment of the importance of student affect on mathematics learning. Our understanding of emotions is underexamined in comparison to affect of longer duration, e.g. attitudes and beliefs. Yet, it is short-term, in-the-moment affect such as emotion, occurring in real-time, that is malleable by instruction. Across a series of four semi-structured interviews, undergraduate students enrolled in a transition-to-proof course shared their satisfying moments, experiences characterized by significant positive emotion. An expansive range of characteristics of satisfying moments emerged across the overarching categories of accomplishments, sense-making, properties of mathematics, and interactions with people. Satisfying moments tended to exhibit multiple characteristics, but a small set of characteristics were present across many moments: understanding, overcoming challenges, and accomplishments without struggle. Through understanding what elicits satisfaction in mathematics, we can more precisely build learning opportunities that provide positive mathematical experiences to students.     

综合性大学化学专业本科人才培养方案探究

为了贯彻武汉大学本科人才培养目标,武汉大学化学与分子科学学院修订并形成了2018版本科人才培养方案。2018版方案特点是:夯实数理基础,强化能力提升,"科研能力训练与实践"覆盖全体本科生,大幅压减专业选修课学分,倡导学生个性化发展,鼓励学科交叉和跨专业选课。