“课程群”教学体系: 分级教学与实践

TEACHING“GROUP OF COURSES”OF PHYSICS:GRADED TEACHING AND PRATICE

在先前的两篇文章中,我们提出了物理学“课程群”组织体系和“教研室”管理体系架构,分别将物理学基础课程根据内在联系划分为“课程群”以及根据课程群划分组建基层教学组织,即课程群“教研室”。本文继续探讨在“课程群”划分及“教研室”建立之后,如何有效地梳理课程及开展教育教学活动。基于兰州大学物理科学与技术学院2018级和2019级本科生的教学实践,以力学基础系列课程为例,以研究对象的选取为主线索,我们提供课程的融合及其分级教学的实施方案,以及一些初步的成效和经验教训,供同行专家批评指正。本文主要针对物理学专业本科生课程,研究生课程不做具体讨论。参照力学基础系列课程,其他系列课程也参照此模式开展工作,限于篇幅,不详细赘述。

In the previous two papers,we proposed the concepts of“Group of Courses”of physics and its management:Teaching and Research Section(TRS).The“Group of Courses”of physics is organized by the intrinsic connection between the fundamental courses of physics,and we build a TRS for each of“Group of Courses”correspondingly.In this paper,we further explore how to organize these“Group of Courses”and carry out education and teaching activities with high efficiency.Based on the teaching practice of 2018 and 2019 undergraduate students in school of physical science and technology of Lanzhou university,taking the series of“Fundamental of Mechanics”courses as an example and taking the selection of research objects as the main clue,we illustrate the implementation scheme of curriculum integration and hierarchical teaching in detail,as well as some preliminary achievement and some lessons for peer experts to criticize and correct.In addition,this paper mainly focuses on the undergraduate courses and does not involve the advanced courses in postgraduate.One can also extend the present example to other“Group of Courses”of physics.