摘要
在制冷专业课开展"任务驱动型"教学,可使学生变被动为主动地接受知识。其方法是,教师根据课程内容,提出相应的任务,并引导学生设法完成。学生在完成任务的过程中,可进一步理解和掌握课程的知识,并获得相关技能的训练。教学过程包括"情境的创设,任务的提出、完成和评价"等环节,有利于培养学生自主学习的能力和合作意识。
In refrigeration professional lesson development the teaching ＂task drive type＂, can make student change passive to accept knowledge initiatively. Its method is , teacher puts forward corresponding task ac- cording to course content, and it is complete to guide student to try. Student can understand and grasp the knowledge of course further in completing the course of task, and get related ability train. Teaching course includes the etc. link ＂feelings boundary found , task put forward, is completed and appraise＂ , is helpful to train cooperative consciousness and the ability of student autonomous study.
出处
《柳州职业技术学院学报》
2009年第2期134-137,共4页
Journal of Liuzhou Vocational & Technical College
关键词
制冷
专业课
任务驱动
教学
refrigeration
professional lesson
task driven
teaching reform
