分类:2022年5月16日组会纪要

来自Big Physics
Xiangcao（讨论 | 贡献）2022年5月17日 (二) 11:00的版本


时间：2022年5月16日（周一）组会

报告人：曹翔

题目： 阈概念的定义和特点以及阈概念教学评估和教学方法

报告目的

理解现有阈概念的研究基础，为后续开展阈概念的量化和数据处理工作打基础。更多关于阈概念的研究整理，见概念网络上的几何结构及其功能。

报告主要内容

介绍了可用于优化教学方法和教学评估的阈概念Threshold Concepts（TCs）引用错误：没有找到与</ref>对应的<ref>标签 [1] [2] [3] [4] [5] [6] [7] </references>

  1. ↑ Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.), Improving Student Learning - Theory and Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
  2. ↑ Meyer, J.H.F. and Land, R. (2005) Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning, Higher Education, 49 (3), 373-388.
  3. ↑ Land, R., Cousin, G., Meyer, J.H.F. and Davies, P. (2005) Threshold concepts and troublesome knowledge (3): implications for course design and evaluation, In: C. Rust (ed.), Improving Student Learning - diversity and inclusivity, Proceedings of the 12th Improving Student Learning Conference. Oxford: Oxford Centre for Staff and Learning Development (OCSLD), pp 53-64.
  4. ↑ Meyer J H F, Knight D B, Baldock T E, et al. What to do with a threshold concept: A case study[M]//Threshold concepts in practice. Brill, 2016: 195-209.
  5. ↑ Land, R., Meyer, J. H., & Flanagan, M. T. (Eds.). (2016). Threshold concepts in practice. Springer.
  6. ↑ Meyer J H F, Land R, Baillie C. Threshold concepts and transformational learning[M]. BRILL, 2010.
  7. ↑ Land R, Meyer J H F, Smith J. Threshold concepts within the disciplines[M]. BRILL, 2008.

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