在专业基础课程阶段,高等教育院校往往将同一专业的多方向学生进行合训,以提升毕业就业率和职业发展潜力,面对既要考虑知识专业性又要考虑知识宽口径的需求,从学生毕业后的岗位能力需求出发,确立课程内容改革目标,提供针对依据课程教学...在专业基础课程阶段,高等教育院校往往将同一专业的多方向学生进行合训,以提升毕业就业率和职业发展潜力,面对既要考虑知识专业性又要考虑知识宽口径的需求,从学生毕业后的岗位能力需求出发,确立课程内容改革目标,提供针对依据课程教学目标预设课程知识点的优选、课程知识图谱构建、课堂知识图谱形成方案,以寻求无线通信人才多方向专业基础理论课程知识体系的形成途径和方法,可为类似教学对象的专业基础课程改造提供参考和借鉴。In the stage of professional basic courses, higher education institutions often conduct joint training for students from multiple directions in the same major to enhance their graduation employment rate and career development potential. Faced with the need to consider both the professional nature of knowledge and the broad scope of knowledge, the reform goals of course content are established based on the job ability needs of students after graduation. This provides solutions for optimizing course knowledge points based on teaching objectives, constructing course knowledge graphs, and forming classroom knowledge graphs, in order to seek ways and methods for the formation of a multi-directional professional basic theoretical course knowledge system for wireless communication talents. It can provide reference and inspiration for the transformation of professional basic courses for similar teaching objects.展开更多
文摘在专业基础课程阶段,高等教育院校往往将同一专业的多方向学生进行合训,以提升毕业就业率和职业发展潜力,面对既要考虑知识专业性又要考虑知识宽口径的需求,从学生毕业后的岗位能力需求出发,确立课程内容改革目标,提供针对依据课程教学目标预设课程知识点的优选、课程知识图谱构建、课堂知识图谱形成方案,以寻求无线通信人才多方向专业基础理论课程知识体系的形成途径和方法,可为类似教学对象的专业基础课程改造提供参考和借鉴。In the stage of professional basic courses, higher education institutions often conduct joint training for students from multiple directions in the same major to enhance their graduation employment rate and career development potential. Faced with the need to consider both the professional nature of knowledge and the broad scope of knowledge, the reform goals of course content are established based on the job ability needs of students after graduation. This provides solutions for optimizing course knowledge points based on teaching objectives, constructing course knowledge graphs, and forming classroom knowledge graphs, in order to seek ways and methods for the formation of a multi-directional professional basic theoretical course knowledge system for wireless communication talents. It can provide reference and inspiration for the transformation of professional basic courses for similar teaching objects.