“主动障碍设置”实验教学方法研究及实践

Investigation and Practice of Experiment Teaching Method Based on "Active Obstacle Setting"

针对传统实验教学中存在的被动性、程式化、单一性等问题,分析了学生对于"信息技术应用"实验课程的选课专业分布、实验难度选择分布、实验成绩分布等3年累积数据,探索研究了实验课程的实用性、兴趣相关性与学生的学习驱动力之间的内在联系,建立了学生学习驱动模型。在此基础上分析了学习驱动影响因素与实验教学体系关键要素的对应关系,提出了"主动障碍设置"实验教学理念。针对信息技术应用特点,建立了"主动障碍设置"信息技术应用实验教学体系。通过五年的教学实践,验证了"主动障碍设置"理念的科学性和合理性,并在学生能力培养、学习驱动力提高、实验教学体系良性运转等方面体现出其有效性。

Targeting at the main problems of the passivity, stylization and singleness in traditional experiment teaching, we investigated and drew on a 3-year cumulative data on distributions of course selection, experiment level and experiment results about the ＂application of information technology＂, studied the relationship among practicability, personal interest and driving potential of study, and built the personal study-driven model. Furthermore, we proposed a teaching idea based on ＂active obstacle setting＂ by analyzing the relationship between study-driven factors and the key elements in experiment teaching system, and establish experiment teaching system based on ＂active obstacle set- ting＂ for information technology application. With five-year teaching practices, its scientific and rational nature was proved, and it was more effective on students＇ ability training, study-driven force improvement and favorable operation on experiment teaching system.