Exploration and Practices of Innovative Experiments for Detection Principle and Technology

Feed Analysis and Detection Technology is a required course for the specialty of animal science of higher vocational colleges, practicality strongly, scope broadly, content intricately and independently. This research aims to reform this course through teaching methods, teaching content and evaluation standard, so that their level of knowledge through vocational skills and achieve the coordinated development of the overall quality to meet the feed business and social demands of college students.

From the viewpoint of empiricism and revisionism, relativism has practically changed the conception of English teaching from the late 19th century up to nowadays and the idea of teacher-centered instruction as well as student-centered instruction has become optional focus by teacher's thinking and for students' needs. Therefore not only empiricism and revisionism can be regarded as the reflection of relativism but also teacher-centered instruction and student-centered instruction can be regarded as the scheme from relativism.As a matter of fact, the orientation of teacher-centered instruction and student-centered instruction in English teaching mostly lies in teacher's teaching goals and students' competence indicators, in which some teaching respects are relatively considered including the selecting of teaching materials, the using of teaching methods, the deciding of teaching strategies, and the implementing of teaching assessment as well as evaluation. For the purposes of reaching instructional ideal of teacher's teaching goals and students' competence indicators, teacher-centered instruction and student-centered instruction must be not only practiced separately but also realized integratively. In the developing processes of English teaching, teaching-centered instruction has prevailed when the grammar-translation method went well since the late 19th century and then was challenged greatly by student-centered instruction when the communicative approach became popular since the early 1970s.The theory and practice of English teaching (such as teaching materials, teaching methods, teaching strategies, and teaching assessment & evaluation) have been experienced and revised successively from the 19th century up to the present, in which the ups and downs have been proved individually, the creations have been replaced one by one, or the influences have been developed step by step. For this reason, how to enhance the English teaching for teacher's teaching function and students' learning effect will be focused on making good using of teacher-centered instruction and student-centered instruction together so as to be wonderful and successful in English education developments.No matter how great the challenge on English teaching may be, the creating and replacing processes of English teaching will be developing continuously. As a matter of fact, the traditional teacher-centered instruction has practiced its path independently before the 1970s, and the current student-centered instruction has excelled the predecessor since the 1970s. Therefore, empiricism and revisionism will constantly influence the changing and the developing of English teaching by way of teacher's suitable consideration and decision for student's practical needs.

The practical teaching is the key link of training the students' practical and creative ability in major of information management and information system. On the basis of analyzing the training goal and social requirement of the major, a project practice based innovation system is constructed to solve the main problems exist in the practical teaching, by combining with the successful experience of the practical teaching innovation in Wuhan University of Science and Technology. The system provides a good practical teaching environment and an innovation practical platform for the cultivation of high quality innovation talents. To study in actual project will accumulate the students' project experience, cultivate their innovation consciousness and promote their competition ability.

In real foreign language teaching activities and practical teacher-students interaction both teaching methodology and teaching strategy in theory and practice refer teacher and students to different consideration and decision, in which teaching methodology based on ”Teacher-centered” instruction and ”student-centered” instruction are more popular as teaching strategy based on ”Bottom-up” model, ”Top-down” model, ”Interactive” model of student-centered instruction and ”I+1 Input” model of teacher-centered instruction. Teaching methodology based on ”teacher-centered” instruction is generally favored to the ideal or assigned teaching goals so as to implement teacher's or school's teaching purposes; on the contrary, teaching methodology based on ”student-centered” instruction is largely inclined to the flexible or eclectic teaching goals so as to gain access to students or accept public opinions. Teaching strategy based on ”Bottom-up” model, ”Top-down” model and ”Interactive” model is basically a pragmatical consideration of student-centered instruction so as to practice teacher's teaching scheme or instructional texts. On the other hand, teaching strategy based on ”I+1 Input” model is mostly a hypothetical expectation of teacher-centered instruction so as to achieve teacher’s idea and imagination. To combine teaching methodology with teaching strategy in theory and practice for teaching has delighted teacher and students for a long time because getting good teaching function and effectiveness in foreign language instruction has been really relative and related to the argumentation and application of teaching methodology and teaching strategy.

Biochemistry is an important basic medical course, and it is also a difficult course. In order to improve the comprehensive ability of seven-year program clinical medical students in Capital Medical University, teaching reform of Biochemistry was carried out. Teaching content was redesigned to strengthen the learning of basic knowledge of Biochemistry and to increase the depth of teaching content, while expanding the content by introducing new achievements and new technology to keep up with the forefront in the development of Biochemistry. Various methods such as the comparative method, case teaching and so on, were used flexibly in the teaching practice in order to improve teaching effects. The experiments carried out in the course were also redesigned and integrated, some distinctive experiments such as designing experiments, comprehensive experiments and innovative experiments were opened to improve students' hands-on ability and to cultivate students' scientific thinking. Key words: Biochemistry; Teaching reform; Seven-year program clinical medicine specialty

In order to utilize network system adequately, reasonably and effectively, enhancingtraining of innovating ability, a information platform in practical teaching was constructed. We integratedneatly information technology with experimental teaching, and implemented networking practical teaching.Consequently, it enhanced training of innovating ability of medical students, and improved teaching quality Key words: Practical teaching; Network system; Creative ability; Teaching quality

Aiming at the problems in the teaching system of the experimental courses of water supply and drainage science and engineering program, an optimized curriculum system was proposed from the viewpoint of scientific development and the new ideas of experimental teaching reform which were also explored. This paper presented a“three-combination”teaching philosophy. This paper presented the concept of“three-combination”teaching philosophy with the combination of validation and exploration experiments, the combination of the engineering design concepts and the experimental demonstrations and the combination of large-scale equipment detection and chemical detection technologies. The existing engineering applications of advanced water treatment technology and large-scale equipment detection technologies were brought into undergraduate teaching. These new teaching concepts could also improve the experimental teaching level of experimental teaching and cultivating the advanced engineering and technical talents with innovative spirit.

Combined with practical work experience and published scientific and technological achievement by domestic and foreign researches based on fracture conductivity evaluation system,the exploration and practice of innovation experiments based on this traditional large-scale equipment were summarized and analyzed from six areas of mechanism research.These include changing experimental material,trying new technology,evaluating new materials,secondary development of equipment and numerical methods.This paper provides a good guidance material for understanding clearly the design ideas and approaches of innovation experiments based on this type of equipment.It doesnt illuminate for the research of innovation experiments for research and teaching workers of engineering discipline,but also provides useful experience for how to make the usage and benefits of the large-scale equipment.

Experimental teaching is the key link to set up students’ innovative meaning, cultivate and improve students’ basic practical skills, comprehensive ability and innovation ability.This paper introduces the Bengbu Medical College in medical laboratory technology background, to develop students’ employment and industry oriented, organization and implementation of medical testing skills competition, improve the medical laboratory technology professional practice teaching ability, strengthen students’ occupation skill training, explore training model to meet the social and times demand of medical laboratory technology professionals, and to test the existence skills contest for reflection and improvement. Key words: Medical examination; Skills competition; Practice teaching

Objective To investigate the effect of teaching mode innovation based on the technology of digital orthopedic in orthopedic clinical teaching for eight-year program medical students. Methods 40 eight-year program medical students who took part in orthopedic clinical trainee in the 2015 school year were chosen and divided into two groups: traditional teaching group and digital technology teaching group. The digital technology teaching group adopted a digital model of orthopedic technology, printing aids, use of auxiliary aids and simulate actual cases operative teaching while another group used traditional teaching. After the novitiate, questionnaire investigations were used to evaluate the effect of the orthopedic clinical teaching in both groups. At the same time an examination after the course was used to examine the teaching effect of the two groups, and SPSS 19.0 software was used to do chisquare test and t test to the result of the examination of both groups. Results Compared with the traditional teaching group students, the digital technology teaching group students more agreed with the new teaching mode for their interest in learning and hands-on ability bring positive influence (P<0.05), overall satisfaction of teaching method was significantly higher (P=0.03). The operation examination result [(92.1±9.1) vs. (70.5±9.6)] and the comprehensive examination result (84.6±10.1) vs. (72.3± 10.6)were more outstanding, the t test showed that the difference was statistically significant (P<0.05). Conclusion Teaching mode innovation based on the technology of digital orthopedic in eight-year program medical students has showed obvious advantages in orthopedic clinical teaching, which can stimulate students' interest in learning, improve the teaching effect and have broad application prospects in orthopedic clinical teaching. Key words: Orthopedic teaching; Digital orthopedic technology; Teaching methods; Eight-year program medical education

In order to improve the Measuring Control Technology and Instrumentations specialty's specialty theory and practice teaching quality, improve the students' scientific literacy and scientific interest, cultivate the students' practice ability and innovation ability and comprehensive quality, promote the modernization of theory and experiment . Combined with many years application practices of virtual instrument technology in the Measuring Control Technology and Instrumentations specialty and some universities' electrical specialty, this paper respectively discusses the application of virtual instrument technology in the course of theory teaching, practice teaching and subject competition. Practice has proved that the virtual instrument technology to cultivate high-quality applied undergraduate talent to provide a new way on thinking and means.

Last decade in the course of teaching of legal disciplines wide enough application was received by innovative technologies. Transition to new technologies of training has led to necessity of revision of the maintenance of separate subject matters and to change of a technique of their teaching. Innovative technologies provide the maximum computerisation of process of studying of training courses, introduction in practice of video - slide and satellite lectures, consultations on term papers and examinations, Internet consultations, carrying out of a practical training in the form of active seminars (business games, discussions, round tables etc.)

Promoting the engineering ability of electrical specialty students was positive to implement Chinas industrialization strategy and the strategy of Zhongyuan Economic Zone.A course system, combined theoretical and practical teaching closely, mutual coordination and promotes each other, was proposed, which is guided by the market oriented.And then the technology and industry development is connected and also associated with the industry.From the point of view of talent cultivation system and improve the ability, the modular, hierarchical teaching system was constructed to build the school enterprise cooperation and two integrated practice teaching platform, and focus on improving the students’ consciousness of engineering and innovation ability.

Objective To investigate the value of 3D printing technology practical training applied in practical teaching of graduate students of otorhinolaryngology. Methods Total 42 graduate students of otorhinolaryngology were divided into control group (20) and experimental group (22) randomly. The control group received traditional teaching mode while the experimental group received 3D printing technology practical training mode. The effect of teaching modes was evaluated by questionnaire and theoretical and practical examinations. The data were analyzed through t test of SPSS 17.0. Result Questionnaire survey of the different teaching modes showed that: the average score of control group was (59.4±3.5), while that of experimental group was (64.6±3.6). Theoretical examination score showed that: the average score of control group was (75.7±5.1), while that of experimental group was (81.5±7.7). Practical examination score showed that: the average score of control group was (74.5±5.8), while that of experimental group was (80.9±6.9). All the differences are statistically significant (P<0.05). Conclusion The recognition degree of 3D printing technology practical training in these graduate students was significantly higher than that of the traditional teaching mode, and the teaching effect from 3D printing technology practical training was better compared with that from the traditional teaching mode. Key words: graduate students of otorhinolaryngology; 3D printing technology; medical education; clinical competence

Practicum' refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the 'extended practicum' into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers.;These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.