摘要
基于“以学为主、教为辅,项目化分步协同提升工程能力”的教学改革思路,提出层次递进式项目化教学方法。实践表明:层次递进式教学有利于实施因材施教,激发学生积极性和创新意识,项目化训练有利于学生技术技能与企业需求对接,学生自主学习积极性显著提升,为培养学生实践能力、分析和解决工程问题的能力开辟了新路径。
A hierarchical progressive project-based teaching is pro-posed which is based on learning supplemented by teaching and project-based step-by-step collaboration to enhance students’engineering ability in practical courses.Teaching reform practice shows:hierar-chical progressive Teaching is conducive to students in accordance with their aptitude,stimulating their enthusiasm and innovative.And project-based training is conducive to connecting students’technical skills with the needs of enterprises.The students’enthusiasm for independent learning has been improved signifi cantly.It opens up a new path for further training students’ability to practical,analyze and solve engineering problems independently.
作者
王春艳
王贵成
杨建风
王亚元
WANG Chunyan;WANG Guicheng;YANG Jian-feng;WANG Yayuan
出处
《中国教育技术装备》
2021年第24期118-121,共4页
China Educational Technology & Equipment
基金
2010年度教育部人文社会科学研究专项任务项目(工程科技人才培养研究)“高等工程教育中工程精神和意识的培养研究”(项目编号:№10JDGC023)
江苏大学2019年高等教育教改研究课题“工科类专业基础课程实验混合式教学模式研究”(项目编号:2019JGYB032)
江苏大学一流本科课程(培育项目)“测量与检测综合训练”。
关键词
实践课程
项目化教学
实践教学
教学改革
practical course
project-based teaching
practice tea-ching
teaching reform