《天气学分析》是大气科学一门核心专业课程,目标是培养学生掌握天气图分析的基本技能,建立以天气图分析方法为基础的天气预报思路。目前的天气学分析课程存在教学与业务实践脱节问题,毕业生无法满足气象业务部门对天气分析能力的要求,...《天气学分析》是大气科学一门核心专业课程,目标是培养学生掌握天气图分析的基本技能,建立以天气图分析方法为基础的天气预报思路。目前的天气学分析课程存在教学与业务实践脱节问题,毕业生无法满足气象业务部门对天气分析能力的要求,文章总结了《天气学分析》的“产学研”结合的教学思考,通过理论教学–业务实践和教师的科研相结合,在教与学的过程中,加强课程实践和实验,构筑集中授课与个性化学习结合办学模式。实践表明,《天气学分析》课程改革遵循“产学研”模式的教学改革,教学效果显著提高。同时,有助于激发学生对实践中及学术问题的思考和教师科研成果在气象业务部门的转化,全面推进“产学研”模式的课程教改进一步发展。Synoptic Meteorological Analysis (SMA) is one of the core courses in atmospheric sciences, with the goal of training students to master the basic skills of weather map analysis and establish weather forecasting ideas based on weather maps. This paper summarizes the teaching thinking of industry, university, and research collaboration (IURC) in the course of SMA, strengthens the course practice and experiment in the process of teaching and learning, and constructs a school-running model combining centralized teaching and personalized learning. The practice shows that the curriculum reform of SMA follows the teaching reform of the IURC model, and the teaching effect is significantly improved. Meanwhile, it is conducive to the cultivation of teachers, helps stimulate students’ thinking about practical and academic issues, and comprehensively promotes the further development of the curriculum teaching reform of the IURC model.展开更多
文摘《天气学分析》是大气科学一门核心专业课程,目标是培养学生掌握天气图分析的基本技能,建立以天气图分析方法为基础的天气预报思路。目前的天气学分析课程存在教学与业务实践脱节问题,毕业生无法满足气象业务部门对天气分析能力的要求,文章总结了《天气学分析》的“产学研”结合的教学思考,通过理论教学–业务实践和教师的科研相结合,在教与学的过程中,加强课程实践和实验,构筑集中授课与个性化学习结合办学模式。实践表明,《天气学分析》课程改革遵循“产学研”模式的教学改革,教学效果显著提高。同时,有助于激发学生对实践中及学术问题的思考和教师科研成果在气象业务部门的转化,全面推进“产学研”模式的课程教改进一步发展。Synoptic Meteorological Analysis (SMA) is one of the core courses in atmospheric sciences, with the goal of training students to master the basic skills of weather map analysis and establish weather forecasting ideas based on weather maps. This paper summarizes the teaching thinking of industry, university, and research collaboration (IURC) in the course of SMA, strengthens the course practice and experiment in the process of teaching and learning, and constructs a school-running model combining centralized teaching and personalized learning. The practice shows that the curriculum reform of SMA follows the teaching reform of the IURC model, and the teaching effect is significantly improved. Meanwhile, it is conducive to the cultivation of teachers, helps stimulate students’ thinking about practical and academic issues, and comprehensively promotes the further development of the curriculum teaching reform of the IURC model.
