基于翻转课堂的环境生物学实验PBL教学设计与实践

基于翻转课堂理论,结合以问题为基础的学习(Problem-based learning,PBL)教学法的\"问题设置\"、\"问题解决\"等特点与优势,构建了适用于实验操作类课程的教学模式,并以\"水体疑遭粪便污染\"这一实际问题作为情景进行的综合设计性实验为例,对高等教育环境相关本科专业基础课程\"环境生物学实验\"进行了创新性教学设计和实践。该教学模式通过课前准备、课中实施和课后反馈3个过程对实际问题进行分析和解决。课前准备包括教学团队针对实际问题设置若干相关实验场景,制作和搜集相应教学视频等教学资源,安排学生学习和完成任务;课中实施时教师直接指导学生进行实验操作,强调观察和记录实验现象,提出问题引导学生思考;课后反馈为学生提交实验结果与讨论、完成巩固练习和反馈问题等。实践表明,该教学模式在一线教学中行之有效,能取得较好的教学效果,值得推广。     

Museum learning: a study of motivation and learning achievement

According to Reinmann-Rothmeier and Mandl (2001), learning environments should provide an ideal balance between constructivist and instructive elements. Most interesting for constructivist learning processes is the combination of the cognitive and the motivational domain. In an empirical study with 207 fifth-graders of the highest stratification level, we evaluated three different approaches to the learning process based on a visit to the Natural History Museum in Berlin: the three approaches were principally characterised by closed, open and mixed tasks. One objective of our study was to as-sess learning achieved through the visit and the effect of different treatments. Another goal was to evaluate the motivation of the three treatment groups. We conducted a pre/post-test study with follow-up measurement. The test instruments consisted of 26 open and closed questions in the cognitive domain and a further 12 items (subdivided into four subsections) for measuring motivation according to self-determination theory. In contrast to our hypotheses based on constructivist theories, open tasks were less successful for gaining knowledge and less intrinsically motivating.     

Optimizing foraging behaviour through learning

Manifestation of life-history strategy is through the allocation of resources acquired by foraging. Foraging efficiency can be improved by learning, as fishes adjust their behaviour to changing circumstances. We briefly review the influence of learning on the foraging behaviour of fishes and make recommendations for further research. We stress the importance of quantifying learning and memory in relation to ontogeny and life history.     

On the use of hybrid reinforcement learning for autonomic resource allocation

Reinforcement Learning (RL) provides a promising new approach to systems performance management that differs radically from standard queuing-theoretic approaches making use of explicit system performance models. In principle, RL can automatically learn high-quality management policies without an explicit performance model or traffic model, and with little or no built-in system specific knowledge. In our original work (Das, R., Tesauro, G., Walsh, W.E.: IBM Research, Tech. Rep. RC23802 (2005), Tesauro, G.: In: Proc. of AAAI-05, pp. 886–891 (2005), Tesauro, G., Das, R., Walsh, W.E., Kephart, J.O.: In: Proc. of ICAC-05, pp. 342–343 (2005)) we showed the feasibility of using online RL to learn resource valuation estimates (in lookup table form) which can be used to make high-quality server allocation decisions in a multi-application prototype Data Center scenario. The present work shows how to combine the strengths of both RL and queuing models in a hybrid approach, in which RL trains offline on data collected while a queuing model policy controls the system. By training offline we avoid suffering potentially poor performance in live online training. We also now use RL to train nonlinear function approximators (e.g. multi-layer perceptrons) instead of lookup tables; this enables scaling to substantially larger state spaces. Our results now show that, in both open-loop and closed-loop traffic, hybrid RL training can achieve significant performance improvements over a variety of initial model-based policies. We also find that, as expected, RL can deal effectively with both transients and switching delays, which lie outside the scope of traditional steady-state queuing theory.

PBL与LBL教学法在八年制学生本科教学阶段胸外科的教学效果对比研究

目的:对比研究以问题为中心教学法(PBL)与基于课堂的学习法(LBL)在八年制学生本科教学阶段胸外科教学中的效果。方法:选取八年制临床专业学生40名,随机分为PBL教学组及LBL教学组各20人。在学习结束时,采用闭卷考试的形式进行成绩考核;同时采用不记名问卷调查,进行两种教学效果和教学模式的评价。结果:共纳入40例学生,分析显示PBL教学法与LBL教学法对八年制学生胸外科相关知识的掌握有影响。PBL教学法在理论成绩与实践考核等方面优于传统教学法。结论:采用PBL教学法有助于提高学生的学习兴趣、自主解决问题能力、创新能力、求知欲、团队协作能力、人文关怀意识、费用意识以及病人教育能力,最终可以有效提高学习效果。     

PBL与图表相结合的教学法在《基础生物化学》课程教学中的初步实践

针对生物化学课程的特点,以改革当前传统的课堂讲授式教学模式作为突破口,采用基于问题学习（PBL）与图表结合的教学模式在《基础生物化学》中进行教学尝试。初步教学实践表明,通过PBL与图表教学法的互补结合,基本能克服《基础生物化学》教学活动中存在的两类矛盾,使传统的以＂教＂为主的教学模式,转变为以＂学＂与＂教＂相互平衡和促进的教学模式,使学生在掌握所学课程核心内容的同时又能获得学习方法、提高学习兴趣和学习主动性。     

Observational learning in chimpanzees and children studied through 'ghost' conditions

Emulation has been distinguished from imitation as a form of observational learning because it focuses not on the model's actions but on the action's environmental results. Whether a species emulates, imitates or displays only simpler observational learning is expected to have profound implications for its capacity for cultural transmission. Chimpanzees' observational learning has been suggested to be primarily emulative, but this is an inference largely based upon low fidelity copying in experiments when comparing chimpanzees with humans rather than direct testing. Here we test directly for emulation learning by chimpanzees and children using a 'ghost' condition in which a sliding door obscuring a reward was moved to left or right with no agent visible, a context associated with the only published evidence for emulation learning in a non-human species (pigeons). Both children and chimpanzees matched the observed direction of ghost door movement on their first test trial. This is the first evidence for emulation in a non-human primate in the restricted context of a ghost condition. However, only the children continued to match in later trials. Individuals of both species continued to match with 99% or better fidelity when viewing a conspecific model operates the door. We conclude that chimpanzees can and will display emulation learning when the task is as simple as the present one, which contrasts with a failure to do so in a more complex manipulative task tested earlier. However, even with a simple task, emulation alone creates only fleeting fidelity compared with the opportunity to copy a conspecific, when considerable conformity is displayed.     

Use of auditory learning to manage listening problems in children

This paper reviews recent studies that have used adaptive auditory training to address communication problems experienced by some children in their everyday life. It considers the auditory contribution to developmental listening and language problems and the underlying principles of auditory learning that may drive further refinement of auditory learning applications. Following strong claims that language and listening skills in children could be improved by auditory learning, researchers have debated what aspect of training contributed to the improvement and even whether the claimed improvements reflect primarily a retest effect on the skill measures. Key to understanding this research have been more circumscribed studies of the transfer of learning and the use of multiple control groups to examine auditory and non-auditory contributions to the learning. Significant auditory learning can occur during relatively brief periods of training. As children mature, their ability to train improves, but the relation between the duration of training, amount of learning and benefit remains unclear. Individual differences in initial performance and amount of subsequent learning advocate tailoring training to individual learners. The mechanisms of learning remain obscure, especially in children, but it appears that the development of cognitive skills is of at least equal importance to the refinement of sensory processing. Promotion of retention and transfer of learning are major goals for further research.     

以教学问题为基础的学习结合以授课为基础的学习教学法在呼吸系统教学中的应用

目的:研究以问题为基础的学习(PBL)结合以授课为基础的学习(LBL)教学法在呼吸系统教学中的应用效果。方法:以2016年1月-2017年12月于西安交通大学第一附属医院呼吸与危重症医学科实习的实习生84例为研究对象。将其以随机数字表法分成研究组(n=42)和对照组(n=42)。对照组予以传统LBL教学法进行教学,研究组则采用PBL结合LBL教学法进行教学。分别比较两组实习生各项考试成绩、对教学模式的评价情况以及对教学方式的满意度。结果:研究组实习生专业基础理论知识、病例处理能力成绩均高于对照组(P0.05),而两组基本操作技能相比差异无统计学意义(P0.05)。研究组实习生对教学模式的学习兴趣、知识理解、自主学习、课堂气氛、表达能力、人际交往的评分均高于对照组(P0.05)。研究组实习生对教学方式满意度为92.86%(39/42),高于对照组的76.19%(32/42),差异有统计学意义(P0.05)。结论:PBL结合LBL教学法应用于呼吸系统教学中效果明显,有利于提高实习生考试成绩以及满意度。     

Reverse hierarchies and sensory learning

Revealing the relationships between perceptual representations in the brain and mechanisms of adult perceptual learning is of great importance, potentially leading to significantly improved training techniques both for improving skills in the general population and for ameliorating deficits in special populations. In this review, we summarize the essentials of reverse hierarchy theory for perceptual learning in the visual and auditory modalities and describe the theory's implications for designing improved training procedures, for a variety of goals and populations.     

Tactile motor learning in the antennal system of the honeybee (Apis mellifera L.)

Honeybees fixed in small tubes scan an object within the range of the antennae by touching it briefly and frequently. In our experiments the animals were able to scan an object for several minutes with the antennae. After moving the object out of the range of the antennae, the animals showed antennal movements for several minutes that were correlated with the position of the removed object. These changes of antennal movements are called “behavioural plasticity” and are interpreted as a form of motor learning. Bees showed behavioural plasticity only for objects with relatively large surfaces. Plasticity was more pronounced in bees whose compound eyes were occluded. Behavioural plasticity was related to the duration of object presentation. Repeated presentations of the object increased the degree of plasticity. After presentation durations of 30 min the animals showed a significant increase of antennal positions related to the surface of the object and avoidance of areas corresponding to the edges. Behavioural plasticity was compared with reward-dependent learning by conditioning bees to objects. The results of motor learning and reward-dependent conditioning suggest that bees have tactile spatial memory. Accepted: 13 May 1997     

Autism and the mirror neuron system: insights from learning and teaching

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others'' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.     

Path-finding in real and simulated rats: assessing the influence of path characteristics on navigation learning

A large body of experimental evidence suggests that the hippocampal place field system is involved in reward based navigation learning in rodents. Reinforcement learning (RL) mechanisms have been used to model this, associating the state space in an RL-algorithm to the place-field map in a rat. The convergence properties of RL-algorithms are affected by the exploration patterns of the learner. Therefore, we first analyzed the path characteristics of freely exploring rats in a test arena. We found that straight path segments with mean length 23 cm up to a maximal length of 80 cm take up a significant proportion of the total paths. Thus, rat paths are biased as compared to random exploration. Next we designed a RL system that reproduces these specific path characteristics. Our model arena is covered by overlapping, probabilistically firing place fields (PF) of realistic size and coverage. Because convergence of RL-algorithms is also influenced by the state space characteristics, different PF-sizes and densities, leading to a different degree of overlap, were also investigated. The model rat learns finding a reward opposite to its starting point. We observed that the combination of biased straight exploration, overlapping coverage and probabilistic firing will strongly impair the convergence of learning. When the degree of randomness in the exploration is increased, convergence improves, but the distribution of straight path segments becomes unrealistic and paths become 'wiggly'. To mend this situation without affecting the path characteristic two additional mechanisms are implemented: a gradual drop of the learned weights (weight decay) and path length limitation, which prevents learning if the reward is not found after some expected time. Both mechanisms limit the memory of the system and thereby counteract effects of getting trapped on a wrong path. When using these strategies individually divergent cases get substantially reduced and for some parameter settings no divergence was found anymore at all. Using weight decay and path length limitation at the same time, convergence is not much improved but instead time to convergence increases as the memory limiting effect is getting too strong. The degree of improvement relies also on the size and degree of overlap (coverage density) in the place field system. The used combination of these two parameters leads to a trade-off between convergence and speed to convergence. Thus, this study suggests that the role of the PF-system in navigation learning cannot be considered independently from the animals' exploration pattern.     

At the interface of the auditory and vocal motor systems: NIf and its role in vocal processing,production and learning

Communication between auditory and vocal motor nuclei is essential for vocal learning. In songbirds, the nucleus interfacialis of the nidopallium (NIf) is part of a sensorimotor loop, along with auditory nucleus avalanche (Av) and song system nucleus HVC, that links the auditory and song systems. Most of the auditory information comes through this sensorimotor loop, with the projection from NIf to HVC representing the largest single source of auditory information to the song system. In addition to providing the majority of HVC’s auditory input, NIf is also the primary driver of spontaneous activity and premotor-like bursting during sleep in HVC. Like HVC and RA, two nuclei critical for song learning and production, NIf exhibits behavioral-state dependent auditory responses and strong motor bursts that precede song output. NIf also exhibits extended periods of fast gamma oscillations following vocal production. Based on the converging evidence from studies of physiology and functional connectivity it would be reasonable to expect NIf to play an important role in the learning, maintenance, and production of song. Surprisingly, however, lesions of NIf in adult zebra finches have no effect on song production or maintenance. Only the plastic song produced by juvenile zebra finches during the sensorimotor phase of song learning is affected by NIf lesions. In this review, we carefully examine what is known about NIf at the anatomical, physiological, and behavioral levels. We reexamine conclusions drawn from previous studies in the light of our current understanding of the song system, and establish what can be said with certainty about NIf’s involvement in song learning, maintenance, and production. Finally, we review recent theories of song learning integrating possible roles for NIf within these frameworks and suggest possible parallels between NIf and sensorimotor areas that form part of the neural circuitry for speech processing in humans.     

Identification of novel Xanthomonas euvesicatoria type III effector proteins by a machine‐learning approach

The Gram‐negative bacterium Xanthomonas euvesicatoria (Xcv) is the causal agent of bacterial spot disease in pepper and tomato. Xcv pathogenicity depends on a type III secretion (T3S) system that delivers effector proteins into host cells to suppress plant immunity and promote disease. The pool of known Xcv effectors includes approximately 30 proteins, most identified in the 85‐10 strain by various experimental and computational techniques. To identify additional Xcv 85‐10 effectors, we applied a genome‐wide machine‐learning approach, in which all open reading frames (ORFs) were scored according to their propensity to encode effectors. Scoring was based on a large set of features, including genomic organization, taxonomic dispersion, hypersensitive response and pathogenicity (hrp)‐dependent expression, 5′ regulatory sequences, amino acid composition bias and GC content. Thirty‐six predicted effectors were tested for translocation into plant cells using the hypersensitive response (HR)‐inducing domain of AvrBs2 as a reporter. Seven proteins (XopAU, XopAV, XopAW, XopAP, XopAX, XopAK and XopAD) harboured a functional translocation signal and their translocation relied on the HrpF translocon, indicating that they are bona fide T3S effectors. Remarkably, four belong to novel effector families. Inactivation of the xopAP gene reduced the severity of disease symptoms in infected plants. A decrease in cell death and chlorophyll content was observed in pepper leaves inoculated with the xopAP mutant when compared with the wild‐type strain. However, populations of the xopAP mutant in infected leaves were similar in size to those of wild‐type bacteria, suggesting that the reduction in virulence was not caused by impaired bacterial growth.     

Improving neural network prediction of effluent from biological wastewater treatment plant of industrial park using fuzzy learning approach

Three types of adaptive network-based fuzzy inference system (ANFIS) in which the online monitoring parameters served as the input variable were employed to predict suspended solids (SS_eff), chemical oxygen demand (COD_eff), and pH_eff in the effluent from a biological wastewater treatment plant in industrial park. Artificial neural network (ANN) was also used for comparison. The results indicated that ANFIS statistically outperforms ANN in terms of effluent prediction. When predicting, the minimum mean absolute percentage errors of 2.90, 2.54 and 0.36% for SS_eff, COD_eff and pH_eff could be achieved using ANFIS. The maximum values of correlation coefficient for SS_eff, COD_eff, and pH_eff were 0.97, 0.95, and 0.98, respectively. The minimum mean square errors of 0.21, 1.41 and 0.00, and the minimum root mean square errors of 0.46, 1.19 and 0.04 for SS_eff, COD_eff, and pH_eff could also be achieved.     

Appetitive Associative Olfactory Learning in Drosophila Larvae

In the following we describe the methodological details of appetitive associative olfactory learning in Drosophila larvae. The setup, in combination with genetic interference, provides a handle to analyze the neuronal and molecular fundamentals of specifically associative learning in a simple larval brain.Organisms can use past experience to adjust present behavior. Such acquisition of behavioral potential can be defined as learning, and the physical bases of these potentials as memory traces^1-4. Neuroscientists try to understand how these processes are organized in terms of molecular and neuronal changes in the brain by using a variety of methods in model organisms ranging from insects to vertebrates^5,6. For such endeavors it is helpful to use model systems that are simple and experimentally accessible. The Drosophila larva has turned out to satisfy these demands based on the availability of robust behavioral assays, the existence of a variety of transgenic techniques and the elementary organization of the nervous system comprising only about 10,000 neurons (albeit with some concessions: cognitive limitations, few behavioral options, and richness of experience questionable)^7-10.Drosophila larvae can form associations between odors and appetitive gustatory reinforcement like sugar^11-14. In a standard assay, established in the lab of B. Gerber, animals receive a two-odor reciprocal training: A first group of larvae is exposed to an odor A together with a gustatory reinforcer (sugar reward) and is subsequently exposed to an odor B without reinforcement ⁹. Meanwhile a second group of larvae receives reciprocal training while experiencing odor A without reinforcement and subsequently being exposed to odor B with reinforcement (sugar reward). In the following both groups are tested for their preference between the two odors. Relatively higher preferences for the rewarded odor reflect associative learning - presented as a performance index (PI). The conclusion regarding the associative nature of the performance index is compelling, because apart from the contingency between odors and tastants, other parameters, such as odor and reward exposure, passage of time and handling do not differ between the two groups⁹.