普通地质学“小班课教学”实践与思考

普通地质学是地质学类各专业的第一门专业基础课程,是引领同学们进入地球科学殿堂的启蒙课。普通地质学内容覆盖面很宽,涵盖了地质学各个分支学科的基础知识,又是一门知识性、理论性和实践性很强的课程,在培养入门者的地质学思维和构建地质学知识结构方面具有重要作用。普通地质学“小班课教学”研讨式授课模式从转变教育理念开始,以学生成长为中心,改革教学内容和课程体系,达到课堂、讨论、实验、野外四位一体,促进理论与实践的紧密结合。激发了学生的学习兴趣、求知动力与探索精神;培养和提升了学生自主学习、创新思考、交流表达和团队合作等能力;达到综合性、高层次、复合型地学人才培养目标,切实提高了本科人才培养质量。     

培养德识双馨的国家栋梁之才：《普通地质学》课程教学有感

《普通地质学》是引领新生进入地学殿堂、了解地球科学知识的一门专业启蒙课,也是新形势下地学通识教育中的一门基础理论课。其内容涉及地质学全部基础知识中的最必要部分,具有衔接和统领地学各门专业基础知识的特点。根据多年教学体会,笔者认为在精英教育与通才教育并举的新形势下,必须心系学生,与时俱进,转变教育理念,优化集课堂、实验、野外教学为一体的教学体系,推进教学内容的改革与建设,摈弃不适应时代发展与国家需求的教育模式,采用现代化的教学方法和教育技术;对学生开展基础理论传授、专业基础技能训练、创新科研培育的系统教育,拓宽学生的专业知识面,激发学生专业兴趣和创造性思维。在传授科学知识的同时,目标明确地开展思政教育,引导学生认清学问与道德的关系,建立德识双馨的价值取向,提高基础地质课程教学质量和学生的综合素质,促进教学改革,为国家培养五育兼备的优秀人才。     

地学高层次人才培养，从入门课程《普通地质学》开始

充分发挥专业课程的多维度育人功能是打通基础学科高层次人才培养的关键一环。作为地质学及其相关专业的第一门专业入门课程,《普通地质学》课程主要教授学生地球科学的基本知识、基本技能和基本地质思维等专业知识,同时培养学生的专业兴趣。面对新时代高层次地学人才培养的要求,需要深入挖掘该课程的思政元素,实现教学理念从单纯的传授基础知识、激发专业兴趣到科学素养和人文素养拓展,开启《普通地质学》课程服务地学高层次人才培养的大门。充分利用“将今论古”思想和动力地质作用这两个课程核心内容,培养学生的开拓创新精神和跨学科能力,提升学生的科学素养。同时,依托地质过程的复杂性和庞大的地质时空观等课程核心内容,培养学生的工匠精神、大格局观和发展观,提升人文素养。     

王宠佑对中国地质文献索引的贡献

王宠佑是中国早期学习地质学专业的留学生,近代第一批矿冶专家,他在推动中国地质矿产事业的同时,十分关注中国矿产和地质文献的整理和研究,编纂出版了《中国矿产资源与地质文献目录》、《中国矿产资源文献目录》等地质文献目录,促进了中国早期地质事业的发展。     

《海洋地质学》高等学校教材问世

由中国地质大学沈锡昌、郭步英编著的《海洋地质学》已由中国地质大学出版社正式出版发行。海洋地质学是一门综合性的学科,内容广泛。该书重点介绍了海洋地形     

《英汉常用地质学词汇》新版本即将面世

由中国地质大学(武汉)徐秉涛教授主编的《英汉常用地质学词汇》目1980年出版以来,受到读者广泛欢迎.为满足广大读者的要求和适应地质学的发展现状,编者对原《词汇》重新进行了修订.在朱志澄等教授的审订和协助下,增补了新词汇,订正了原译名,删减了与地质学关系不大的普通词汇.新版的词汇量由第一版的17000条增至21000条.专业词汇量比原版增加三分之一,包括板块构造学、构造地质学、沉积学、矿床学、地球化学、煤田地质学等.词汇注有国际音标.正文后附有六人实用的附录.《英汉常用地质学词汇》增订新版本仍由北京科学出版社出版,预计年内出版面世.     

大类招生培养新形势下普通地质学课程教学优化与实践

大类招生和培养是中国高等教育改革中提出的新模式,对原有的专业基础课程教学带来诸多挑战。文章分析了南京大学地球系统科学与环境大类人才培养体系中《普通地质学》课程教学所面临的主要问题,介绍了笔者近年来采取的一系列教学改革措施和实践效果。其目标是使学生拓宽学术视野、坚实专业基础、提升职业发展潜力和提高原始创新能力。     

多媒体技术在动力地质学教学中的运用

结合本院《动力地质学》学科多媒体教学软件设计及开展多媒体教学实践，对多媒体技术在教学实践中的应用方向及多媒体教学中的策略问题进行总结，以期多媒体技术在教学中的广泛运用对教学质量的提高，起到启迪作用。     

培育志趣，引导学生奔向地球科学大道

随着人类社会和科学技术的发展,尤其是中国国力的提升和教育的深化提高,教育改革,包括地学高等教育的改革,就更需进一步深化,以适应时代发展的需要。文章根据作者长期从事地学教学实践与科研的经历,针对2020年全国基础地质学教学会议关于普通地质学教学改革的精神,概括提出两点体会,一是关于普地教学目标和任务,二是涉及普地教学关键所在,供同行讨论。作者从地球科学基本特征和教学目标出发,提出普地教学的核心价值与重要性,进一步明确普地教学的关键在于教师队伍、教学定位与目标及教学内容与方法等三个方面。普通地质学的教学是地学高等教育中最基础、最关键的环节,其总体目标是提高地学教育的普适性,目的是培育学生的科学志趣,引导学生奔向地球科学大道。     

中国工程地质学的走向和着力点——为《水文地质工程地质》创刊40年而作

中国工程地质学的走向和着力点——为《水文地质工程地质》创刊４０年而作许兵（中国科学院地质研究所，北京１０００２９）世纪之交，每一门学科都要思索，并慎重地确立本学科今后主攻方向。工程地质学亦毫不例外。鉴于工程地质是门应用性颇强的学科，规划学科发展，确立...     

《基础地质学》课程教学改革及实践成效：以桂林理工大学为例

桂林理工大学《基础地质学》课程经过多年的建设和发展,形成了深厚的成果积淀。近年,“大地质”观和“大工程”观的专业导向以及新工科建设背景又对地学人才培养提出了新要求,该课程也逐渐显现出一些短板：课程知识在横向交叉、与工程实践及行业产业的结合,以及对思政内容的传递方面有待加强;当前教学模式对学生创新思维的培养不足;学生的认知负荷偏大、学习兴趣不足。针对上述问题,课程团队秉承内容更新—模式变革—兴趣引领的理念,进行了一系列课程改革实践：以教材编写、实体课堂和线上资源为载体进行教学内容更新;基于多种教学方法开展翻转课堂教学改革;进行多种教学资源的同步建设。教学实践表明,课程改革在提升学生专业兴趣、助力学生学科竞赛、创新思维培养等方面均表现出良好的效果;在教学资源共享、课程知识与产业实际结合、提高课堂氛围、知识结构拓展以及综合能力提升等方面获得学生的积极评价,满意度高。     

Earth Science Education in Uganda

Uganda has two Government funded universities, five operating private universities and four other universities are due to start soon. Geology was first taught in Uganda at Makerere University in 1968 within the Department of Geography. Through the leadership of Prof. Robert Macdonald it became established as a full department in August 1969 as part of the Faculty of Science. Both pure and applied geology are taught and the courses are designed to suit the current job market. At present, the three-term academic year is being replaced by a semester-based course unit system. At the same time, the 3:2:2 subject combination, requiring a student to do three subjects in first year and two subjects in both second and third years, is to be replaced by a major-minor subject combination.Currently, there are about 50 undergraduate students and four Ph.D. students in the Department. A student Geological Association acts as a forum for the exchange of information on matters of geological concern. An affirmative action policy has improved the intake of women students into the Department. On average, the number of women has increased from about 10% to 33.3% in the years 1984/85 to 1997/98. Their performance parallels that of the male students and they are readily employed. Of the eight members of academic staff, two are women. The Department of Geology has good links with regional and overseas universities through which a number of research programmes are currently supported. In addition, most of the training of manpower for the University and research programmes is supported by regional and international research agencies. Academic staff combine teaching with research and consultancy.     

提高基础地质认识实习教学效果的研究：以南京大学基础地质认识实习为例

地质学是认识和了解地球的学科,基础地质认识实习是地质学教学过程中非常重要的实践环节,是学以致用、理论联系实际、掌握野外地质工作方法、培养学生分析和解决问题能力的重要教学环节。文章以南京大学基础地质认识实习为例,总结了近年来基础地质认识实习过程中出现的主要问题,并分析了原因,提出一些具体的行之有效的解决方法。文章认为野外地质实习过程中需要进行实习基地的筛选、教师队伍的配备、实习内容的制定、实习时间的调整、野外教学效果的评估等方面的教学改革,为野外基础地质实习效果的提高提供了有效途径。     

Earth Science Education in Zambia

Mining in Zambia has been practised for centuries, and in the last 70 years Zambia has risen to become one of the world's leading Cu producers as a result of the exploitation of the Zambian Copperbelt orebodies. In contrast to this long history of mining, Zambia has a relatively short history of Earth Science Education. For the past 24 years, the earth sciences have been taught within the School of Mines in University of Zambia. The School started operation on 1st June, 1973, with the purpose of training professional geologists, extractive metallurgical/mineral processing engineers and mining engineers to service the needs of the mining industry in Zambia.The School consists of three departments — Geology, Metallurgy and Mineral Processing, and Mining Engineering — which deliver a five-year undergraduate programme. Students are admitted to the School after completing a one-year programme in the School of Natural Sciences of the University of Zambia. Students with an average of C+ or better in Biology, Chemistry, Mathematics and Physics are admitted into the School of Mines.The School of Mines has a total of 36 teaching positions — 12 for each Department. To successfully complete their course, students must pass 40 courses over a period of five years. During this time, industrial training is mandatory in the vacation periods after the third and fourth years of study. This training is mainly within the mining industry who in most cases sponsor the students for their studies in the School.The School admits 50 students on average per year, of whom five students take up Geology as a career. So far only two female students have studied in the School of Mines, both of them in Geology. The student to staff ratio in the Geology Department is 3 to 1. The low enrolment in Geology is thought to be because of a lack of knowledge of geology as a possible career by prospective students and a perceived lack of progression, once employed in industry. This has lead to a ‘Geoscience in Schools’ project with the main aim of making secondary school students aware of geology as a career.The Geology Department enjoys close co-operation with geology departments in a number of universities around the world, with industry, government ministries and regional bodies. It is hoped that the current increase in employment prospects for Geology graduates in Zambia will attract more students to geology as a career.     

《地球科学概论》教学理念形成和课程体系建设

《地球科学概论》是大学一年级地质类学生的学科基础课,也是专业入门课,承担着构建专业知识框架、培养地球科学兴趣等重要任务。文章系统梳理了中国地质大学（北京）《地球科学概论》的发展历程、教学理念形成与课程体系改革和建设,重点阐述了教学理念形成过程中“因材施教和因才施教”等4种教学思想及其应用效果,强调了高水平教学团队在课程建设中的关键作用,提出了模块化教学体系能够最大程度发挥我校两本教材各自的优势。在课程体系改革与实践方面,首先是将理论学习和实践课程的学时对半,突出了该门课程的实践特色;其次是将以往单一的课堂授课的教学方式,逐渐过渡到课堂理论授课、室内和野外地质实践、平台在线学习和虚拟仿真野外实习等多种教学方式相结合。希望我校上述课程体系改革与建设能为相关院校同类课程提供一定的借鉴和参考。     

一流本科建设中《地球科学概论》课程教学改革与探索

《地球科学概论》是高校地质学类专业学生迈入大学学习的第一门专业基础课程,持续的课程建设和教学改革意义重大。课程团队遵循以学生学习和发展为中心的教学理念,尊重学生主体性,紧扣课程目标,丰富教材资源,拓展教学空间,提升教学质量。采用线上线下混合小班教学、专题研讨、课堂及野外实践充分结合的方式,提高学生参与度和课堂实效性,强化综合素质培养。凝练专业家国情怀和科技成就,构建多维度课程思政,实现价值引领、知识教育、能力培养的有机统一。     

Earth Science Education in Zimbabwe

Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this.