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工程教育专业认证是我国高等教育发展的趋势。以兰州交通大学计算机科学与技术专业《软件工程》课程为例,按照工程教育专业认证的理念和方法进行了质量提升建设,从教学大纲规划设计、课程教学能力培养目标、课程考核内容设置、课程持续改进等环节进行了分析。以上研究过程中形成的方法对于促进计算机科学与技术专业工程师人才培养和其它专业的工程教育专业认证具有一定借鉴意义。 相似文献
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在工程教育专业认证快速发展的背景下,针对工程教育认证的基本理念,本文以机械电子工程专业的核心课程——《控制工程基础》课程为例,分析了课程内容及主要教学环节对应支撑毕业要求的具体指标点,同时阐述了课程达成度评价的实施过程。教学实践相关的数据验证了学生通过课程学习后能力的达成度,并指出课程教学过程中存在的问题及进一步改进的措施。本文相关研究方法可进一步应用于机械电子工程专业其他课程,评价结果可有效支撑工程教育专业认证的持续改进工作。 相似文献
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北京邮电大学的创新型导论课教学模式改革为帮助大一学生建立工程与专业认知提供了有益经验并取得了良好效果,但尚未见到适合于这类混合式教学模式的课程评价方法。因此,在工程教育专业认证评价框架下,以分阶段、过程性、面向学生认知能力发展特点的考核方式构建课程达成度评价体系,并针对同类课程在工程认证持续改进环节反馈周期较长的问题,利用授课过程中的各类反馈信息,在教学周期内即对教学方式进行及时调整,大大缩短了持续改进的周期。达成度计算结果显示,导论课有效地支撑了工程教育专业认证毕业要求指标点的相应指标。 相似文献
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深入剖析工程教育认证标准的内涵,根据工程教育认证三大核心理念:以学生为中心、基于产出(OBE)及持续改进重构课程教学体系。现以"机械工程测试技术"为例,在课程大纲的确定、教学体系的设置、综合性实验的开设、实验评价量规表及课程持续改进等方面深入阐述在工程教育认证标准下专业核心课程的建设理念和过程,经过近2年的实施效果来看,学生在理论知识掌握的深度及问题解决能力等方面均得到了提高,有效保证了本专业毕业生培养质量。同时,可为正在进行工程教育认证的专业提供具体课程重建的参考。 相似文献
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Jane E. Kelley 《Children‘s Literature in Education》2008,39(1):31-41
Reconstructed fairy tales provide a different point of view and challenge the assumptions of a common set of values; for that
reason, these stories provide a medium in which to examine power relationships in texts by applying a critical multicultural
analysis (Botelho & Rudman, forthcoming, 2008, A critical multicultural analysis of children’s literature: Mirrors, windows and doors. New York: Lawrence Erlbaum) to identify and analyze power relations of Rumpelstiltskin (Grimm & Grimm, 1812/1987, New York: Bantam) and Rumpelstiltskin’s Daughter (Stanley, 1997, New York: Morrow Junior Books). Specifically, this study examines how power is exercised on a continuum: domination, collusion,
resistance, and agency. Findings indicate that by identifying and questioning text ideologies, critical readers can consider
how texts maintain, counteract, or promote alternative systemic power structures.
相似文献
| Jane E. KelleyEmail: |
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Katy Campbell Richard A. Schwier Richard F. Kenny 《Educational technology research and development : ETR & D》2009,57(5):645-663
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the
transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities
revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change
at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect
the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher
learning.
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
| Richard F. KennyEmail: |
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
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Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献
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This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
相似文献
| Pattie Yuk Yee Luk-FongEmail: |
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Luis Radford 《Educational Studies in Mathematics》2009,70(2):111-126
The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed
“sensuous cognition.” The starting point of this alternative approach to classical mental-oriented views of cognition is a
multimodal “material” conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of
impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects,
etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and tools.
相似文献
| Luis RadfordEmail: |
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BackgroundChildhood maltreatment poses a risk factor for adult sexual aggression among men.ObjectiveEfforts were made to examine links between childhood sexual abuse (CSA) and sexual aggression after controlling variance associated with other forms of abuse.Participants and settingThis sample was comprised of men (n = 489) who completed a national survey regarding their history of possible abuse and/or sexual aggression.MethodsMaltreatment indices included CSA, parental and sibling physical abuse, exposure to domestic violence, peer bullying, and family emotional abuse. Self-report indicators of sexual frotteurism, coercion and rape were provided by the Sexual Experiences Survey–Short Form Perpetration.ResultsCSA links with the criterion indicators were relatively stronger (r = 0.36, d = 0.65, p < .001) than those found for non-sexual forms of abuse. CSA accounted for unshared variance in sexual aggression with these effects magnified by the addition of parental physical abuse (d = 2.1) or exposure to domestic violence (d = 2.2). The relative risks of prior acts of rape were elevated by CSA (RR = 4.39, p < .001), parental physical abuse (RR = 3.85, p < 0.001), exposure to domestic violence (RR = 3.81, p < .001), or sibling physical abuse (RR = 2.56, p = 0.007). These risks of completed rape were higher as well among respondents polyvictimized by two (RR = 4.92, p < .001) or more (RR = 8.94, p < 0.001) forms of abuse.ConclusionsMultiple forms of child maltreatment, particularly CSA, were strongly associated with adult sexual aggression in this sample of men from the general population. 相似文献
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Christopher T. H. Liang Gabrielle H. Rocchino Malaïka H. C. Gutekunst Annalisa Smithson 《Psychology in the schools》2019,56(10):1583-1595
Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f2 = .39), academic initiative (B = .98; β = .37; p < .001, f2 = .16), and behavioral regulation (B = .61; β = .24; p < .05; f2 = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f2 = .14) and academic skepticism (B = .56; β = .35; p < .001; f2 = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology. 相似文献
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Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
相似文献
| Louie F. RodríguezEmail: |
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Enantiomers (R(+) and S(-)),RS-racemate (double compound) and (R+S)-conglomerate (mechanical mixture of enantiomers) of malic acid C 4 H 6 O 5 have been investigated by means of X-ray diffractometry and high temperature X-ray diffraction method.The RS-racemate was found to be able to form three polymorphic modifications,which we denominated as M1 (monoclinic,space group P2 1 /c),M2 (monoclinic,space group Cc),and Tc (triclinic,space group P-1),the latter modification having been unknown before.Modification Tc was also described,and its Xray diffraction characteristics,including interplanar spacings d,hkl indices,unit cell parameters,were defined.In addition,X-ray diffraction characteristics for both reported earlier M1 and M2 monoclinic polymorphic modifications were measured with higher accuracy.The ability of RS-racemate to form one of the above three modifications (M1,M2,and Tc) or their mixtures containing various proportions and combinations of the components (M1+M2,M1+Tc,or M2 +Tc) was found to depend on the type of crystallization medium (a melt,aqueous medium,ethanol or acetone solution),crystallization rate (from 2-3 minutes to 4 months),and crystallization temperature.Heating S-enantiomer and M1 RS-racemate up to their respective melting points (100 ℃ and 124 ℃,correspondingly) only made them undergo thermal deformations,while heating (R+S)-conglomerate in the temperature range of 96-110 ℃ resulted in its homogenization to form M2 RS-racemate,which,near the melting point (118 ℃),namely,in the range of 112-116 ℃,was transformed into M1 RS-racemate. 相似文献
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β-glucanase was purified from a solid-state culture ofTrichoderma reesei on wheat bran in three steps which comprised ammonium sulfate precipitation, Sephadex G-100 chromatography, and DEAE-Sephadex
A-50 chromatography. The molecular mass was determined to be 35.21 kilodaltons by sodium dodecyl sulfate-12.5% polyacrylamide
gel electrophoresis. The β-glucanase at low pHs was more stable than that at high pHs, and optimum pH was 5.0. The optimum
temperature was 60°C, and β-glucanase was relatively stable at below 40°C for 60 min. TheK
m of the enzyme on β-glucan was 10.86 mg/ml, and theV
max on β-glucan was 14286 μmol of glucose equivalents per mg of the pure enzyme per min. The β-glucanase activity was significantly
inhibited by Fe3+ ions, and was reduced in the presence of Cu2+ ions, Mn2+ ions and Mg2+ ions at 5 mmol/L and 10 mmol/L, respectively. The β-glucanase activity was stimulated by Co2+ ions, Ca2+ ions, Zn2+ ions, and Fe2+ ions at 1 mmol/L and 5 mmol/L, respectively.
Project supported by Foundation for University Key Teacher of the State Ministry of Education, the National Natural Science
Foundation of China (No. 30000118) and Zhejiang Provincial Natural Science Foundation of China (No. 399409). 相似文献