结合CBL的布鲁姆教学理论在留学生机制工艺课程中的应用探索

Exploration on Application of Bloom Teaching Theory Combined with CBL in the Course of Mechanical Manufacturing Technology for International Students

高校留学生的教学已从“如何开展面向留学生教学”转入“如何提高留学生教学质量”环节。作为机械工程专业留学生的专业技术主干课,机械制造工艺与装备是一门实践性较强的归结性课程,课程既有科学性,又有较强的综合性和实践性。如何提高留学生机制工艺课程质量,俨然成为机械工程专业留学生教育的重要研究内容。当前留学生教学在教学效果、教学环境适应性、创新培养等方面存在诸多劣势,为提高留学生机制工艺教学质量,该文分析布鲁姆教学理论与CBL教学方法,对知识点按4个维度进行组织划分,围绕认知的6个层次融入不同案例,设计教学过程,培养学生具备分析、研究和解决实际生产过程中工艺问题的能力,以期对提升留学生教育国际化水平提供有益参考和借鉴。

The teaching of international students in colleges and universities has shifted from"how to carry out teaching for international students"to"how to improve teaching quality for international students".As a main curriculum for international students majoring in mechanical engineering,Mechanical Manufacturing Process Technology is a practice-emphasized course.The course is composed of theoretical knowledge,as well as engineering application experience.How to improve the quality of this course has become an important point in the education of international students majored in engineering.At present,there are many disadvantages in the teaching in terms of the outcome of teaching activities when referring to the adaptability of real industry and the personal innovation ability of students after they graduate.In order to improve the quality of the course teaching,this paper analyzes Bloom’s teaching theory and CBL teaching method,organizes and divides the knowledge points according to four dimensions.By integrating different cases around six levels of cognition,the teaching process is optimized,aiming at promoting students’ability to solve real industrial problems in manufacture process engineering.It is expected to provide useful reference for improving the internationalization level of overseas students’education.