综合课程设计模式在实践类课程的应用和探索

Exploration on Practical Courses Using Comprehensive Curriculum Design Model

在传统课程教学中,教师通过讲授向学生填塞书本知识,缺少互动交流和深入讨论的氛围,显然不能满足知识、能力和素质“三位一体”的人才培养目标。基于L·迪芬克有意义学习的分类目标,将综合课程设计模式应用于华中科技大学电气学科专业信号与控制综合实验课程,将原信号处理分析实验课程进行重构和再设计,使得知识、能力和素养与有意义的学习分类目标相融合,源于真实性的任务驱动形式设计教育型评估和反馈程序,将全面主动的教学活动融入课程结构和教学策略的全周期,促进学生的求知欲,帮助学生养成积极主动的学习观,创造意义深远的学习经历。

In the traditional curriculum teaching, teachers fill in information to students through teaching, which is lack of interactive communication and in-depth discussion. This does not meet the training goal of knowledge, ability and quality. Based on the classification goal of meaningful learning of Di Fenk, this paper applies the comprehensive curriculum design mode to the comprehensive experiment of signal and control of electrical discipline at the Huazhong University of Science and Technology. The original signal processing and analysis experimental course is reconstructed and redesigned. Knowledge, ability and quality are integrated with significant learning classification objectives. Educational evaluation and feedback procedure are designed based on the authenticity task-driven method. Comprehensive and active teaching and learning activities are integrated into the whole period of curriculum structure and teaching strategy. This can directly hit the learning difficulties and pain points of students, and also help students to develop a proactive learning view and create a far-reaching learning experience.