基于BOPPPS理念的工程专业课教学改革探析——以浙江工业大学为例

On the teaching reformation for engineering courses based on the concept of BOPPPS——A case study of Zhejiang University of Technology

在产出导向教育(OBE)改革背景下,针对工程专业课教学的典型问题,构建基于BOPPPS内涵的教学理念与方法,开展工程传热学教改实践。将教学过程重新设计,分为引入、目标、前测、参与式学习、后测和总结六个连贯环节,充分体现学生的中心地位。重构教学培养目标,构建重视知识学习、能力提高和素养形成的综合培养目标,完善目标达成度评价方式。重视课堂互动与学生反馈,持续改进教学质量。以上举措符合OBE教改的要求,显著改善了教学效果,为高校工程类专业课教学改革提供了有益借鉴。

In the context of outcome based education （ OBE）, new education and teaching values and methods are set up and teaching reformation practice of Engineering Heat Transfer is conducted based on BOPPPS concept, so as to solve the typical problems during conventional engineering course teach- ing. The teaching process is redesigned and divided into six continuous units of Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment and summary, greatly valuing the student-centered concept. Comprehensive cultivation objects emphasizing knowledge, ability and quality are reconstructed, while evaluating ways of objects accomplishment are promoted. Course interactions and students＇ feedbacks are emphasized in order to continuously improve teaching quality. These taken measures conform to the requirements of OBE teaching reforming and significantly improve teaching effectiveness, which provide good reference for teaching reformation of other engineering disciplines.