在新工科背景下,“双线”混融教学模式逐渐成为各高校更佳的教学模式,然而高校地质类专业的“双线”混融教学模式整体尚处于探索、实践阶段。《水文地质学基础》作为专业核心课程,承担着专业知识和专业情感“双领航”的重要任务,系统化...在新工科背景下,“双线”混融教学模式逐渐成为各高校更佳的教学模式,然而高校地质类专业的“双线”混融教学模式整体尚处于探索、实践阶段。《水文地质学基础》作为专业核心课程,承担着专业知识和专业情感“双领航”的重要任务,系统化、多层次、全过程地探索该课程“双线”混融教学模式,具有典型性、代表性、迫切性。本文以《水文地质学基础》课程为例,通过内容重构,模式革新,助力综合型人才培养、精准施教,教学相长,助力知识与情感双领航、思政元素如盐化汤,情怀育人,助力知识–素养–情感三培育,设计和构建体现地质类学科需求的“双线”混融教学模式,具有较高的理论价值、实践价值和思政价值,助力于提升地质类专业课程教学模式的多元性、创新性、前瞻性。In the context of the new engineering, the “dual line” blended teaching model has gradually become a better teaching mode for various universities. However, the “dual line” blended teaching mode for geological majors in universities is still in the exploratory and practical stage as a whole. As a core course of the major, “Fundamentals of Hydrogeology” undertakes the important task of “dual guidance” of studying professional knowledge and developing professional emotions, thus systematically, multi-level, and fully exploring the “dual line” blended teaching mode of this course is typical, representative, and urgent. This paper takes the course “Fundamentals of Hydrogeology” as an example and designs and constructs a “dual line” blended teaching model that reflects the needs of geological disciplines through three major approaches: firstly, content reconstruction and mode innovation are carried out to assist in the cultivation of comprehensive talents;additionally, precise teaching and learning complement each other are hoped to help to guide both knowledge and emotions;furthermore, similar to the melting of salt in soup, courses with ideological-political elements and cultivating emotions can help students cultivate their knowledge, literacy, and emotions. This model has high theoretical value, practical value, and ideological and political value, which is helpful for enhancing the diversity, innovation, and foresight of the teaching mode of geological courses.展开更多
Carbon isotope of loess through S0 to S 11 at luochuan section in Shaanxi Province were experimented.The curve of δ 13C compares well to the oxygen isotope curves of deep sea sediments from DSDP607 drill.There is obv...Carbon isotope of loess through S0 to S 11 at luochuan section in Shaanxi Province were experimented.The curve of δ 13C compares well to the oxygen isotope curves of deep sea sediments from DSDP607 drill.There is obviously negative peak of δ 13C within S5 paleosol where the content of δ 13C is-16.615‰,that shows the climatic optimum,and the vegetation during the period is likely forest.Comparing with the pollen analysis,the vegetation type of paleosol S0,S1,S4,S8,S9 which δ 13C content is-5.85‰～-10.00‰,is forest-grass.δ 13C content of paleosol S2、S3、S6、S7 is-8.72‰～-6.95‰,their vegetation is grass.The loess layer L1、L2、L5、L6、L8、L9 represent the severe cold-dry glacial period with δ 13C content of-3.7‰～-2.27‰,their vegetation belonging to steppe-desert.展开更多
文摘在新工科背景下,“双线”混融教学模式逐渐成为各高校更佳的教学模式,然而高校地质类专业的“双线”混融教学模式整体尚处于探索、实践阶段。《水文地质学基础》作为专业核心课程,承担着专业知识和专业情感“双领航”的重要任务,系统化、多层次、全过程地探索该课程“双线”混融教学模式,具有典型性、代表性、迫切性。本文以《水文地质学基础》课程为例,通过内容重构,模式革新,助力综合型人才培养、精准施教,教学相长,助力知识与情感双领航、思政元素如盐化汤,情怀育人,助力知识–素养–情感三培育,设计和构建体现地质类学科需求的“双线”混融教学模式,具有较高的理论价值、实践价值和思政价值,助力于提升地质类专业课程教学模式的多元性、创新性、前瞻性。In the context of the new engineering, the “dual line” blended teaching model has gradually become a better teaching mode for various universities. However, the “dual line” blended teaching mode for geological majors in universities is still in the exploratory and practical stage as a whole. As a core course of the major, “Fundamentals of Hydrogeology” undertakes the important task of “dual guidance” of studying professional knowledge and developing professional emotions, thus systematically, multi-level, and fully exploring the “dual line” blended teaching mode of this course is typical, representative, and urgent. This paper takes the course “Fundamentals of Hydrogeology” as an example and designs and constructs a “dual line” blended teaching model that reflects the needs of geological disciplines through three major approaches: firstly, content reconstruction and mode innovation are carried out to assist in the cultivation of comprehensive talents;additionally, precise teaching and learning complement each other are hoped to help to guide both knowledge and emotions;furthermore, similar to the melting of salt in soup, courses with ideological-political elements and cultivating emotions can help students cultivate their knowledge, literacy, and emotions. This model has high theoretical value, practical value, and ideological and political value, which is helpful for enhancing the diversity, innovation, and foresight of the teaching mode of geological courses.
文摘Carbon isotope of loess through S0 to S 11 at luochuan section in Shaanxi Province were experimented.The curve of δ 13C compares well to the oxygen isotope curves of deep sea sediments from DSDP607 drill.There is obviously negative peak of δ 13C within S5 paleosol where the content of δ 13C is-16.615‰,that shows the climatic optimum,and the vegetation during the period is likely forest.Comparing with the pollen analysis,the vegetation type of paleosol S0,S1,S4,S8,S9 which δ 13C content is-5.85‰～-10.00‰,is forest-grass.δ 13C content of paleosol S2、S3、S6、S7 is-8.72‰～-6.95‰,their vegetation is grass.The loess layer L1、L2、L5、L6、L8、L9 represent the severe cold-dry glacial period with δ 13C content of-3.7‰～-2.27‰,their vegetation belonging to steppe-desert.
