在工程教育认证和新工科的背景下,以重庆大学材料科学与工程专业《材料现代分析方法》课程为切入点,基于OBE + 新工科理念,根据材料科学与工程专业工程教育认证毕业要求指标点的要求,本文通过分析该课程教学过程中存在的问题,从优化教...在工程教育认证和新工科的背景下,以重庆大学材料科学与工程专业《材料现代分析方法》课程为切入点,基于OBE + 新工科理念,根据材料科学与工程专业工程教育认证毕业要求指标点的要求,本文通过分析该课程教学过程中存在的问题,从优化教学大纲、加强课堂设计、优化教学内容和改革考核方式等方面对《材料现代分析方法》课程进行教学改革研究与实践,不仅契合了新工科背景下对于工程教育认证的要求,而且大大提升了新时代新工科高素质的人才培养质量。Under the background of engineering education certification and new engineering, taking the course “Advanced Methods of Material Characterization” of materials science and engineering major of Chongqing University as the entry point, based on the concept of OBE + new engineering, and according to the requirements of graduation indicators of engineering education certification of materials science and engineering major, this paper analyzes the problems existing in the teaching process of this course. It explores educational reform through optimizing the syllabus, enhancing classroom design, refining course content, and reforming assessment methods. This approach not only aligns with the requirements for engineering education accreditation under the New Engineering Discipline but also significantly improves the quality of talent cultivation for high-quality professionals in the new era.展开更多
文摘在工程教育认证和新工科的背景下,以重庆大学材料科学与工程专业《材料现代分析方法》课程为切入点,基于OBE + 新工科理念,根据材料科学与工程专业工程教育认证毕业要求指标点的要求,本文通过分析该课程教学过程中存在的问题,从优化教学大纲、加强课堂设计、优化教学内容和改革考核方式等方面对《材料现代分析方法》课程进行教学改革研究与实践,不仅契合了新工科背景下对于工程教育认证的要求,而且大大提升了新时代新工科高素质的人才培养质量。Under the background of engineering education certification and new engineering, taking the course “Advanced Methods of Material Characterization” of materials science and engineering major of Chongqing University as the entry point, based on the concept of OBE + new engineering, and according to the requirements of graduation indicators of engineering education certification of materials science and engineering major, this paper analyzes the problems existing in the teaching process of this course. It explores educational reform through optimizing the syllabus, enhancing classroom design, refining course content, and reforming assessment methods. This approach not only aligns with the requirements for engineering education accreditation under the New Engineering Discipline but also significantly improves the quality of talent cultivation for high-quality professionals in the new era.
