专题微课生物化学教学新模式的探索与实践

专题微课教学是基于一门学科或课程的某个重要专题设计开发的教学模式。课题组在生物化学的课程中设计了专题微课。生物化学的专题微课教学包括确立教学目标、教学方法、微课录制与编辑加工等环节，应注意建立全新的网络教学平台、互动式教学、抓好指导小组资料整理等教学策略，其成功需要教师有较高的综合素质和教学技能。实践证明，生物化学的专题微课教学取得了良好的教学效果，学生的成绩有了一定提高。     

基于“三位一体”模式的大学生创新能力培养研究与实践

本文根据创造力三维模型理论,构建了以课堂教学为引导、大学生科技创新训练为平台、科研实践活动为载体的"三位一体"大学生创新能力培养模式,并通过教学实践环节锻炼学生的创新思维,有效提升大学生的创新能力,为培养具有良好综合素质的创新人才建立可行机制。     

Ethical dilemmas: Teaching futures in schools

Educational policy is implicitly futures oriented, yet in most instances fails to engage learners with explicit futures tools and concepts at a school level. Futures studies in education, or futures education has the potential to reposition learning as purposeful and mobilizes the lives of participants by connecting the curriculum of schools with the multifaceted futures of learners. This is a complex task within the tensions often existing between: the cultural role of a school, the expectations of a society, the expertise of teachers, and the increasingly diverse needs of learners (Bateman, 2012). It is between the tensions of these things that the ‘ethical’ issues of what is taught, or omitted as content in a classroom and the consequences of these choices are evident.This paper highlights ethical and moral dilemmas, as they were apparent in two futures education projects. In the first study, the teachers discuss the inherent limitations of offering a broader and more futures oriented curriculum. In the second study, teachers reflect upon their students’ anxiety with regards to futures images as they are interrogated within a curriculum study. Each of these studies highlights the ethical challenges that arise, when possible, preferable and probable futures are developed as part of learning in school settings, which are culturally and demographically diverse.Tirri and Husu (2002) highlight the ethical dilemmas, which emerge in classrooms around the world, based on conflicts in values and competing intentions between key stakeholders. In the studies which contribute to this discussion, there is evidence to suggest that futures thinking causes conflict within an individual's perception of how the world should be, or their worldview as a result of futures imagining which goes beyond what is taken for granted, or is an assumed future eventuality. In the same way, Carrington, Deppeler, and Moss (2010) argue that all curriculum choices about what is taught (or not taught) in a classroom reflect an ethical decision made by a teacher, with regards to what is foregrounded for learning and what is omitted.It is crucial to re-examine the role of a school in educating students for their futures, as opposed to educating students with an aim of furthering governmental agendas. More significantly, however, as this paper highlights, it is exploring the boundaries of what is acceptable or unacceptable, appropriate or inappropriate to teach in a classroom, given the changing diversities of schools and education systems throughout the world.     

Institutional changes in university accounting education in post-revolutionary China: From political orientation to internationalization

Since the formation of the Peoples’ Republic of China (PRC) in 1949, the broad field of accounting education in China has undergone many changes in the context of a dramatically changing sociopolitical environment. The institutional mechanisms in Chinese university accounting education are examined in this paper, principally through a re-reading of the historical experience since 1949. We utilize an institutional theory frame to examine how action in the regulative, normative, and cultural-cognitive pillars have shaped accounting education from its heavily political orientation in the early years of the PRC to a more internationalized university accounting education system that has begun to take shape in contemporary China. We seek to contribute a contextualized understanding of contemporary China's accounting education, while adapting and extending the role of institutional theory in explaining education changes more broadly.     

The signaling effects of education in the online lending market: Evidence from China

In this study, we use data from an online lending platform named Xinxindai in China to empirically study the signaling effects of education for the default risk of borrowers. Three dependent variables are created, namely, the probability of default, overdue payments and overdue amount, and probit models, count models and Tobit models are employed correspondingly. The number of universities in the “211 Project” of China at the city level is employed as the instrumental variable. The empirical evidence shows that education generally plays a strong signaling role in the identification of borrowers’ default risk in China. The negative marginal effect of education declines as borrowing times increase and as the marketization of regions deepens. This study helps to fill an important gap in the existing literature. Platforms and lenders can use educational level for reference in identifying the default risk of borrowers.     

美国学前教师职前培训体系演进之路省思与启示

美国是世界上学前教育最发达的国家之一,非常重视学前教育师资的培训和质量的提高,高素质的幼教师资主要通过职前培训这个途径来实现。本研究对美国学前教师职前培训体系发展历程进行了梳理,分为学徒制时期、培训学校时期、师范学校时期、师范学院时期和综合大学的教育学院和文理学院的教育系时期。反思不同时期美国学前教师职前培训的经验与教训,结合我国国情,在培训目标、课程设置、质量保障机制、教育实践等几个方面对我国学前师资的职前培训体系进行展望。     

电子笔记在项目化教学中的初步应用

电子笔记是本学期在实践教学使用的一种新教学方式,尤其在计算机专业实践性较强的网络数据库课程中,起到了良好的效果。电子笔记教学方法功能强大,但也有使用的局限性。     

数控机床在大学生实践教学中的应用及存在的问题

随着科技和数控技术的不断发展,我们对数控人才的要求和考核标准也在不断的上升,目前的数控人才培养还存在着很多的问题。本文就目前高校在进行数控维修教学和实训中存在的主要问题做了系统的研究和分析,并着重阐述了虚拟数控机床在数控维修不同教学模块中的作用。     

我国建筑钢结构设计规划及发展

发展钢结构建筑有利于实现国民经济可持续发展,近10多年来钢结构发展很快,但钢结构应用范围涵盖面与发达国家相比还相差甚远,中国是建筑业大国,国内、国外的建筑市场十分广阔。如何扩大钢结构应用范围,是建筑、结构工程师在建筑业可持续发展的"后建筑时代"也就是低碳、节能、环保建筑中所面临的继承和创新的挑战。我国钢结构大量在建筑工程中应用可以说是从广州新白云国际机场开始,发展到今天在许多航站楼、会展中心、体育场馆、奥运场馆、工业厂房、高层建筑直至现在的高铁站房。本文对此展开一个阐述。     

International educational tourism: Does it foster global learning? A survey of South African high school learners

International educational tourism has the potential to foster global learning; however, very little empirical research exists to support this claim. This study responds to the growing demand in the literature for rigorous empirical research to test the underpinning assumption of IET. A global learning survey instrument is developed and completed by 1152 Grade 11 learners in 16 South African exclusive high schools. In doing so, this paper demonstrates that some types of IET are more conducive to global learning than others. Furthermore, for significant global learning to occur, educational tourism needs to be facilitated and cultural difference needs to be experienced.Personality traits that include curiosity, altruism, and being open-minded to new experiences, are identified as predictors of global learning, but the effect of school-based academic achievement is small.Additionally, through the synthesis of educational tourism, international education, experiential learning and global learning theories, the concept of IET is developed.