基于BOPPPS教学模式的机械专业综合实验教学设计

A Teaching Process Design on Comprehensive Experiments of Mechanical Majors Based on BOPPPS Teaching Mode

新工科建设对工科专业学生的分析能力、实践能力等提出了高水平要求,而实践环节是培养工科学生这些能力的重要途径。传统的以教师为中心的实践教学模式,教学形式单一,学生被动接受,不利于学生自主学习能力和创新能力的培养。鉴于由导言(Bridge-in)、学习目标(Objective)、前测(Pre-assessment)、参与式学习(Participatory Learning)、后测(Post-assessment)和总结(Summary)6个环节所构成的BOPPPS教学模式注重参与式学习,提升学生自主学习的效能感,因此探索将该教学模式应用于机械类专业综合实验教学中。以工业机器人现场编程实验为例,根据BOPPPS教学模式的6个步骤重新设计了实验教学过程,并改进了成绩评定方法以确保各个环节的严格执行。在引入新的教学模式后,学生参与实验的主动性和积极性得以激发,自主分析和解决问题的能力显著改善。

New Engineering construction puts forward high-level requirements such as analytical and practical competence on students of engineering majors.Practice plays an important role in the cultivation of these abilities for engineering students,but the traditional teacher-centered practice teaching mode does not benefit the training of students’self-learning and innovative abilities because of its monotonous teaching style and passive acceptance.Consisting of 6 steps,Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment and Summary,BOPPPS teaching mode has such advantages as paying more attention to participatory learning,enhancing self-learning efficiency of students,etc.Thus the application of this teaching mode on comprehensive experiments of mechanical majors is explored.Taking the experiment on industrial robot programming as an example,according to the 6 steps of BOPPPS teaching mode,the teaching process is redesigned and the credit assessment method is modified to ensure the rigorous implementation of these steps.After the introduction of this new teaching mode,students’initiative and enthusiasm for participating in experiments have been motivated and their abilities in problem analyzing and handling have been greatly improved.