共查询到20条相似文献，搜索用时 78 毫秒
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人教版高中生物教材中设置了较多的"模型制作"类学生活动,但实际教学中,教师往往淡化"制作"类教学。简述了"模型制作"制作的学习价值和对"模型制作"的教学建议等。 相似文献
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在初中生物教学中,积极开展生物模型教具制作具有重要的素养教育意义。阐述了“花的结构”“眼球结构”“视觉成像”生物模型教具的制作过程,通过生物模型教具的制作活动,学生亲历教具制作过程,实现教具制作与劳动教育的有效融合;学生在制作生物模型教具的过程中,增强了对美的感知和表达,激发了环保意识,培养了科学设计能力,发展了科学思维和科学探究等学科核心素养。 相似文献
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阐述了模型制作对工业设计教育的意义,以及加强模型制作实验室建设对提高工业设计专业办学质量、培养具有实践技能的创新型人才的重要作用。从模型制作实验室建设和管理两方面,提出了模型制作实验室的建设思路,并强调高质量的日常管理是实验室发挥作用的重要条件。 相似文献
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张天成 《辽宁科技学院学报》2016,18(6):77-80
模型制作是工业设计专业的重要课程,并贯穿于整个设计专业学习当中,而且模型的制作和应用非常依赖于模型制作实验室.本文在介绍工业模型类别基础上探讨了实验室建设的思路和方案,并据此进行了具体的实验室建设.最后,指出基于工业设计模型建设高校实验室的现实意义. 相似文献
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近两年来,我们在高中学生中开展了物理课外活动,让学生学习电脑机器人模型的搭建和制作,学生表现出了浓厚的兴趣。通过制作电脑机器人模型的活动,学生的科学思维能力和实验动手能力得到了很大的提高。为此,我们通过以制作电脑机器人模型为载体,进行物理实验课的教学改革,取得了明显成效。(1)以搭建制作电脑机器人模型为载体进行实验教 相似文献
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在目前工业设计本科专业模型制作课程的教学体系、整体教学框架及主要教学内容的基础上,提出一种区别于传统模型制作的计算机辅助工业设计方法,建立了虚拟模型制作系统,列举了详细的教学案例,并在实践教学中验证效果.实验结论表明,该虚拟系统和教学方法在模型制作课程中对于提高学生空间想象能力和实际动手能力有积极作用. 相似文献
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范旭东 《中国现代教育装备》2012,(23):56-58,62
工业设计专业的汽车油泥模型制作课程,既要引导学生掌握和运用机械制图与各种设计工艺,也要培养其动手能力.本文通过对汽车油泥模型制作过程的详细论述,找出在汽车油泥模型制作教学过程中常见的一些问题和相应的实践解决方法,为完善高校工业设计专业汽车油泥模型制作课程提供了一定的参考. 相似文献
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崔岩岩 《淮南职业技术学院学报》2012,(1):28-31
面对当前社会中对先进典型的质疑及先进典型作用弱化的现象,迫切需要探寻增强先进典型作用的新途径;通过制定与时俱进的先进典型的选拔标准,促进先进典型的生成培育;不断强化和创新宣传的方式和内容,扩大先进典型的辐射传播;营造良好的环境、建立保障机制,加强先进典型的影响效力,形成＂三位一体＂的先进典型作用模式,从而最大程度的增强先进典型的作用。 相似文献
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Susanne Jansen Marie-Christine P. J. Knippels Wouter R. van Joolingen 《International Journal of Science Education》2019,41(8):981-994
Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy. 相似文献
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We compared the level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability-achievement, and underachievement models. The sample included 170 clinic-referred university students. The simple discrepancy model diagnosed significantly more students with LD than the other three models. The highest degree of agreement occurred between the intraindividual and intellectual ability-achievement models (70%); the lowest level of agreement occurred between the simple discrepancy and underachievement models (48%). Finally, only two of the six comparisons among the four models demonstrated significant correlations. We conclude that even when discrepancy models diagnose similar numbers of students with LD, the same students are not diagnosed across different models. 相似文献
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胡琳丽 《青岛大学师范学院学报》2009,26(3):36-45
谈判是一种常见的社会互动现象,整合式谈判是一种双赢谈判,共享心理模型揭示了整合式谈判的心理模型机制。心理模型与团队共享心理模型的研究是谈判共享心理模型研究的前提与基础,谈判共享心理模型的相似性与准确性影响着谈判结果,未来需要加强对谈判共享心理模型的动态研究与理论研究。 相似文献
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柴长建 《成都教育学院学报》2010,24(8):109-111
数学是关于量化模式的建构与研究,建立数学理论就是创造模式的过程。数学的学习就是构建模式,用数学知识分析、解决问题就是研究和应用模式,而感知品味数学就是发展与鉴赏模式。教师应当确立模式的观念,以数学模式的观点来指导组织数学教学,通过自己的再创造为学生展现出生动的数学思维活动过程,从而帮助学生逐步培养建构模式、分析模式、发展模式、应用模式与鉴赏模式的能力。以微分中值定理教学为例的数学模式观可见一斑。 相似文献
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This paper explores the occurrence of conceptual incoherence in upper secondary school textbooks resulting from the use of
multiple historical models. Swedish biology and chemistry textbooks, as well as a selection of books from English speaking
countries, were examined. The purpose of the study was to identify which models are used to represent the phenomenon of gene
function in textbooks and to investigate how these models relate to historical scientific models and subject matter contexts.
Models constructed for specific use in textbooks were identified using concept mapping. The data were further analyzed by
content analysis. The study shows that several different historical models are used in parallel in textbooks to describe gene
function. Certain historical models were used more often then others and the most recent scientific views were rarely referred
to in the textbooks. Hybrid models were used frequently, i.e. most of the models in the textbooks consisted of a number of
components of several historical models. Since the various historical models were developed as part of different scientific
frameworks, hybrid models exhibit conceptual incoherence, which may be a source of confusion for students. Furthermore, the
use of different historical models was linked to particular subject contexts in the textbooks studied. The results from Swedish
and international textbooks were similar, indicating the general applicability of our conclusions. 相似文献
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Allan G. Harrison David F. Treagust 《International Journal of Science Education》2013,35(9):1011-1026
Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings. 相似文献
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Ten experienced science teachers were interviewed about their understandings of the analogical models they use to explain science to their students. The aim was to investigate the notion that teaching pedagogy is influenced by the textbooks commonly used in class. A previously developed typology of analogical models was used to classify each teacher's repertoire of models and the models found in the prescribed science textbooks. The classifications of teacher and textbook models were then compared to identify patterns, similarities and differences. In their interviews, eight of the 10 teachers volunteered that they regularly used models in their lessons. The claimed model use was least for chemistry teachers and highest for physics teachers. Textbook analysis showed that chemistry textbooks used the most models and physics textbooks the least with biology in between. Five teachers saw a need to negotiate with their students the shared and unshared attributes of teaching models and two consistently discussed the limitations of their models. Vignettes and extracts are used throughout the paper to explain how teachers and textbooks use and discuss models. 相似文献