中美高校毕业设计比较及启示被引量：2

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摘要本文介绍了中国高校工科专业本科毕业设计和美国的顶点课程设计在教学目标、教学组织、实施过程及评价体系方面的异同,并将中国和美国在毕业设计教学环节进行比较,得到启示:美国顶点课程更加强调以学生为中心的实践教学,注重以过程培养为导向开展实践,采用多元化的教学评价方法对学生的过程培养进行评价,有利于激发学生兴趣,提高毕业设计教学质量。

作者冯晓丽

机构地区西安电子科技大学微电子学院

出处《佳木斯大学社会科学学报》 2020年第3期171-173,182,共4页 Journal of Social Science of Jiamusi University

基金 2018年度陕西省教育科学“十三五”规划课题:“微电子专业类‘二三四’人才培养模式构建与实践研究成果”(SGH18H009)。

关键词毕业设计顶点课程教学评价

分类号 G642.3 [文化科学—高等教育学]

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参考文献2

1马忠丽.美国德克萨斯州农工大学工程学院本科生毕业设计调查与启示[J].实验技术与管理,2013,30(9):188-191. 被引量：5
2熊华军,刘兴华.美国大学工程顶点课程的设计及启示——基于美国工程教育协会2005年调查的分析[J].清华大学教育研究,2012,33(4):89-96. 被引量：21

二级参考文献32

1张纪鹏,宋丽,姜慧,马永志.毕业设计过程中加强实践环节的研究[J].实验室研究与探索,2010,29(7):111-113. 被引量：12
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