A Plan to Coordinate the Culture of the Three Americas

Music education has always required advocacy to solidify its place in the school curriculum. Music teachers are increasingly called on to justify their existence and importance in the schools, and yet, are often unprepared to advocate on their own behalf without the use of advocacy materials that are created on the basis of questionable research, questionable interpretations of valid research, or materials that demean the profession. This practical advocacy crisis is created by the lack of a solid philosophical basis for music education advocacy, the profusion of questionable advocacy materials available, and the lack of lobbying at the federal and state levels for meaningful laws that give arts education true core status. In the article, the author discusses suggestions for improving advocacy methods and materials.     

分子生物学实验教学内容的新探索

尽管我们对分子生物学实验教学进行了多方面改革,但至今大多实验教学内容中仍然存在一个突出的问题:分子生物学理论教学内容和实验教学内容相脱节,实验教学内容未能突出理论教学中重点、难点内容以及相应能力要求。本文着重探讨新的分子生物学实验课程内容,即根据分子生物学理论课教学中的重点、难点内容顺序,安排相应的实验内容,让学生在实验中理解理论知识,掌握相应的实验能力,最终实现理论教学和实践教学的相互促进,从而提高教学质量。     

《食用菌栽培技术》课程“理实一体化”教学实践与探索

"理实一体化"教学是将理论教学与实践教学有机的融合为一体的教学模式,从《食用菌栽培技术》"理实一体化"教材与教案的编写,"理实一体化"实践教学完整性的实施保证,"理实一体化"教学场地的创建,前沿性知识教学的充实,促进学生"零距离"上岗的措施等方面,对进一步完善高职《食用菌栽培技术》课程"理实一体化"教学进行了探索。     

“双一流”背景下非生物专业生命科学实践类系列特色通识课程的建设与探索

生命科学是与人类关系最密切的学科,也是众多科学领域中发展迅速且交叉性强的实验性学科。“双一流”建设背景下,人才培养以全面发展为导向,这对大学生生命科学素养和综合能力的培养提出了迫切需求。以通识课程体系改革为契机,积极探索并成功建设面向非生物专业学生的8门生命科学实践类系列通识课程,课程内容涵盖生命科学的各个分支学科或方向,培养具有生命科学知识和素养并具有一定实践能力和创新能力的复合型人才,可为高校实验教学中心通识课程开设和实验教学改革提供参考和借鉴的经验。     

微生物学全英文教学的意义、问题以及促研促教的实践探索北大核心CSCD

微生物涉及人类生活的方方面面,微生物学是各类高校为生命科学、医学、药学、农业、林业、食品等有关专业开设的本科生必修专业基础课。在国际化和一流学科发展趋势下,全英文授课具有重要意义并越来越受到重视。本文旨在探讨在如今面向人类生命健康、强调学科交叉的时代,如何结合本学校专业优势,开展微生物学英文教学的课程改革,将微生物学与医药、农业、环境、健康等充分结合,力争做到以学促研、以学促教,打造出具有本学校特色的微生物学全英文课程,将有关实践探索与微生物学教学工作者进行交流。     

Science‐Driven Restoration: A Square Grid on a Round Earth?

Is formal science necessarily an effective framework and methodology for designing and implementing ecological restoration programs? My experience as an ecologist in Hawaii suggests that even when scientific research programs are explicitly designed to guide and facilitate restoration, the culture of science, heterogeneity of nature, and real‐world complexities of implementing land management practices often limit the practical relevance of conventional scientific research. Although alternative models such as adaptive management and transdisciplinary science may facilitate research that more robustly models the real world, there is often little professional support or incentive to orient even these nonconventional research approaches toward actually solving on‐the‐ground problems. Thus, if one’s goal is to accomplish ecological restoration as quickly and efficiently as possible, a trial‐and‐error/intelligent tinkering–type approach might often be better than using more rigorous, data‐intensive scientific methodology. However, the sympatric implementation of ecological restoration and scientific research programs can lead to valuable synergies such as mutual logistical and financial support and the exchange of distinct forms of knowledge. The professional activities and mere presence of scientists can also greatly enhance a program’s prestige and visibility, which in turn can indirectly promote more and better ecological restoration. Improving our understanding of when formal science can directly assist restoration projects and when its value will more likely be synergistic and indirect could lead to better science, better ecological restoration, and better relationships between these two cultures.     

高校生命科学大型设备实验教学体系的改革

随着高校生命科学大型设备开放和共享程度不断扩大,如何利用大型设备培养学生的实践与创新能力、如何挖掘设备潜能、提高科研支撑水平和加快科研产出等问题亟待解决。经过探索,建立了一套包含15个专题、涵盖技术广泛的大型设备培训和实践教学体系。实践中,不断地在课程个性化方面进行创新,根据学生专业和科研需求差异细化教学内容、分小班个性化教学、学生菜单式选择,同时充分发挥线上教学优势,形成了云端教学与线下课堂教学相辅相成的教学模式,产生了一定的教学效果。     

凸显创新能力培养的免疫学实验教学体系的探索

为提高医学免疫学实验教学质量,培养学生创新能力,对本校2015级、2016级及2017级5年制临床医学专业医学免疫学实验教学课程进行了改革和探索。在基础验证性实验的基础上,开展了综合设计性实验,并试行了探索性创新性实验及开放性科研性实验。通过改革使学生成为教学过程的主体,充分激发学生的学习热情,不仅培养了学生的动手能力,更提高了他们交流合作及分析和解决问题的能力,从而推进了学生创新能力的培养。     

真实问题导向下生物技术专业创新应用型人才培养模式改革与实践

以辽宁大学为例，研究分析了目前该校生物技术专业人才培养中存在的真实问题，结合我国经济结构战略性调整要求和生物技术产业对人才的需求，坚持问题导向，通过优化课程与课堂建设、建立多层次科研训练平台、深化产教融合和校企合作、组建“双师型”教学队伍等方式，对生物技术专业创新应用型人才培养模式进行改革与实践。通过跟踪调查结果，验证了创新应用型人才培养模式的效果，具有重要的指导和借鉴意义。     

改革微生物学实验教学,提高大学生实践技能

总结近年来对微生物学实验教学改革的实践,确定实验教学体系的主要内容,注意以人为本,通过改革实验项目和考核方式,培养学生的实践能力。