无机化学实验教学中的“绿色化”探索

针对无机化学授课对象多而广，所需试剂种类及用量庞大，产生的废气、废液、废渣等对环境具有危害的特点，通过整合优化实验内容，规范实验操作，采用微型实验、多媒体及网上虚拟实验室，合理收集及处理三废等方面的改革创新．将绿色化学的理念深入到无机化学实验的各个环节中，以初步实现无机化学实验教学的“绿色化”，培养学生的绿色意识．     

广东普通高校化学专业双语教学的调查与分析

通过对广东7所普通本科院校化学专业双语教学情况的调查,针对调查结果和当前高校双语教学中存在的主要问题进行了分析.结合学校和师生的英语实际情况,探讨了普通本科院校化学专业如何更好地开展双语教学的对策.     

微波促进下无溶剂合成染料中间体不对称偶氮化合物

研究了在微波促进下由不对称N，N’一氢化偶氮苯合成一系列偶氮化舍物的问题。发现了一种合成不对称偶氮苯类化舍物的新方法。与传统方法相比，该方法具有收率高、选择性好、后处理过程简单以及对环境友好等优点，为染料中间体的合成提供了一条经济实用的新途径。     

加强有机化学实验教学改革提高学生综合素质

探索有机化学实验教学改革途径，改革教学方法，增加综合性实验内容，培养学生的创新能力和科研能力。     

商科院校基础化学实验教学体系创新探讨

在实验室管理体系创新、实践教学体系创新两个方面介绍了哈尔滨商业大学化学中心多年来创建的以＂一体化、多层次、开放式＂为主线的实践教学体系的人才培养模式。     

我国化学化工领域毕业生及学位授予情况的调研与分析

本文基于对我国化学化工领域2006-2010年间本科生、硕士研究生和博士研究生培养情况的调研数据,分析了不同学位层次毕业生数量变化趋势、毕业生在各学科门类及培养单位的分布情况,进而讨论了我国化学化工领域学生培养的结构特点及人才队伍趋势.     

非电子类电工电子实验模块构建及考核标准

通过对全日制普通高校非电子类专业开设的电工电子实验教学中实验模块构建及考核标准优化问题的研究分析,进行了相应的思考,并提出了对策方案.     

Mechanisms,the interventionist theory,and the ability to use causal relationships

In the area of social science, in particular, although we have developed methods for reliably discovering the existence of causal relationships, we are not very good at using these to design effective social policy. Cartwright argues that in order to improve our ability to use causal relationships, it is essential to develop a theory of causation that makes explicit the connections between the nature of causation, our best methods for discovering causal relationships, and the uses to which these are put. I argue that Woodward's interventionist theory of causation is uniquely suited to meet Cartwright's challenge. More specifically, interventionist mechanisms can provide the bridge from ‘hunting causes’ to ‘using them’, if interventionists (i) tell us more about the nature of these mechanisms, and (ii) endorse the claim that it is these mechanisms—or whatever constitutes them—that make causal claims true. I illustrate how having an understanding of interventionist mechanisms can allow us to put causal knowledge to use via a detailed example from organic chemistry.     

Taming theory with thought experiments: Understanding and scientific progress

I claim that one way thought experiments contribute to scientific progress is by increasing scientific understanding. Understanding does not have a currently accepted characterization in the philosophical literature, but I argue that we already have ways to test for it. For instance, current pedagogical practice often requires that students demonstrate being in either or both of the following two states: 1) Having grasped the meaning of some relevant theory, concept, law or model, 2) Being able to apply that theory, concept, law or model fruitfully to new instances. Three thought experiments are presented which have been important historically in helping us pass these tests, and two others that cause us to fail. Then I use this operationalization of understanding to clarify the relationships between scientific thought experiments, the understanding they produce, and the progress they enable. I conclude that while no specific instance of understanding (thus conceived) is necessary for scientific progress, understanding in general is.     

高师化学实验绿色化问题的研究

化学实验教学中使用的药品种类繁多、性能复杂,常常给环境带来负面作用.已经查明现行高师化学教学实验存在一系列的环境污染问题,对此遵循绿色化学的提出12项基本原则分别对环境友好实验材料的使用、防止有毒物质的泄露等问题等进行了研究和实践,通过化学实验课程绿色化问题的研究性学习取得了绿色化学实验和绿色化学教育的双赢.