The Study and Practice of the Thermal Energy and Power Engineering Characteristic Specialty in China
Authors: Junjie Chen
Abstract:
According to the demand of the power and refrigeration industry, the theoretical and practical teachings of the Thermal Energy and Power Engineering characteristic specialty in china are studied. The teaching reform and practice of the Thermal Energy and Power Engineering specialty have been carried out, including construction and reform measures, teaching reform and practice, features, and achievements. Proved by practices, the theoretical and practical teaching effects are obvious. The study results can provides certain reference experience for theoretical and practical teachings of the related specialties in china.
Keywords: Theoretical teaching, practical teaching, Thermal Energy and Power Engineering, characteristic specialty, teaching reform.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1337651
Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 2240References:
[1] Wang, A.M., Yang, Y.X., and Guo, L., “The study and practice of specialty characteristics construction of computer science and technology,” in First International Workshop on Education Technology and Computer Science, IEEE Computer Society, pp. 1065-1069.
[2] Hu, G.G. and Xu, H., “With the direction of the national energy development need, constructing the top-ranking thermal energy & power engineering characteristic specialty,” in 2010 International Conference on Optics, Photonics and Energy Engineering, IEEE Computer Society, pp. 446-448.
[3] Tan, M., Hu, X.Y., and Gu, J.J., “Characteristic specialty construction of electronics and information engineering and computer education,” in 5th International Conference on Computer Science and Education, IEEE Computer Society, pp. 1626-1628.
[4] Hu, G.G., Yang, Z.P., Fu, Z.G., and Tong, L., “Constructing and perfecting experimental teaching demonstration center of thermal energy & power engineering specialty,” in 2010 2nd International Conference on Education Technology and Computer, IEEE Computer Society, pp. 511-514.
[5] Zhang, C. and Liu, L., “The teaching reform and practice of thermal energy and power engineering specialty,” in 2012 International Conference on Cybernetics and Informatics, Springer, pp. 1563-1568.
[6] Du, Y.X., Tian, Q.H., Du, X., and He, K.D., “CAD/CAM courses integration of theoretical teaching and practical training,” Procedia-Social and Behavioral Sciences, 116(21), 2014, pp. 4297-4300.
[7] Burdina, S., “Motivating students to study a theoretical course through reflective writing,” Procedia-Social and Behavioral Sciences, 93(21), 2013, pp. 2180-2185.
[8] Chen, D.S., Li, Z., and Wang, T.M., “Exploration and practice: A competition based project practice teaching,” Mechatronics, 24(2), 2014, pp. 128-138.
[9] Sarigöl, J. and Akdeniz, A.R., “The Effect of the Course of Teaching Practice on Prospective Science Student Teachers’ Teaching Methods and Technical Knowledge of the Subject of Electromagnetism,” Procedia-Social and Behavioral Sciences, 136(9), 2014, pp. 463-468.
[10] L. Staman, A.J. Visscher, H. Luyten, The effects of professional development on the attitudes, knowledge and skills for data-driven decision making, Studies in Educational Evaluation, 42, 2014, pp. 79-90.
[11] J.C. Wayman, J.B. Jimerson, Teacher needs for data-related professional learning, Studies in Educational Evaluation, 42, 2014, pp. 25-34.
[12] J.B. Jimerson, Thinking about data: Exploring the development of mental models for data use among teachers and school leaders, Studies in Educational Evaluation, 42, 2014, pp. 5-14.
[13] K. Schildkamp, L. Karbautzki, J. Vanhoof, Exploring data use practices around Europe: Identifying enablers and barriers, Studies in Educational Evaluation, 42, 2014, pp. 15-24.
[14] M. Lee, K. Seashore Louis, S. Anderson, Local education authorities and student learning: the effects of policies and practices, School Effectiveness and School Improvement, 23 (2), 2012, pp. 133-158.
[15] H.T.G. Van den Hurk, A.A.M. Houtveen, W.J.C.M. Van de Grift, D.W.P. Cras, Data-feedback in teacher training. Using observational data to improve student teachers’ reading instruction, Studies in Educational Evaluation, 42, 2014, pp. 71-78.
[16] S. Katz, L.A. Dack, Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption, Studies in Educational Evaluation, 42, 2014, pp. 35-40.
[17] L. Hubbard, A. Datnow, L. Pruyn, Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data, Studies in Educational Evaluation, 42, 2014, pp. 54-62.
[18] A.C. Schulte, J.E. Eaton, J. Parker, Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity, School Psychology Review, 38, 2009, pp. 460-475.
[19] C. O’Donnell, Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in k-12 curriculum intervention research, Review of Educational Research, 78 (1), 2008, pp. 33-84.
[20] J.C. Wayman, Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection, Journal of Education for Students Placed at Risk, 10 (3), 2005, pp. 295-308.