智能软硬件生产工具已在水文与水资源工程专业的水文分析计算、规划设计、运行管理等相关工作中普及使用,本科生产实习环节综合运用所学知识开展相关核心任务计算的参与度降低,导致实际生产作业与专业课程理论教学环节的衔接程度减弱,...智能软硬件生产工具已在水文与水资源工程专业的水文分析计算、规划设计、运行管理等相关工作中普及使用,本科生产实习环节综合运用所学知识开展相关核心任务计算的参与度降低,导致实际生产作业与专业课程理论教学环节的衔接程度减弱,通过本科生产实习教学实现由理论学习到工程实践的难度增加。针对这一问题,本文提出一种以学生为中心的“关联任务驱动–群体合作学习”的生产实习实践教学模式,通过设置多个相互关联且贯穿多个环节的生产任务,并根据需要选择能支撑实习任务的生产实习基地,由本科生分组协同合作完成关联任务并由指导教师阐明不同专题间的支撑与关联关系,可有效克服专业课程理论教学环节与教学实践环节衔接程度减弱的问题,提高生产实习效果。Intelligent hardware and software production tools have been widely used in hydrological analysis and calculation, planning and design, operation management and other related work of hydrology and water resources engineering major. However, this situation reduces the students’ participation in the calculation of related critical tasks by comprehensively applying the knowledge they have learned in the undergraduate production practice. As a result, the degree of connection between actual production and theoretical teaching of professional courses is weakened, and the difficulty of realizing the transition from theoretical learning to engineering practice through undergraduate production practice teaching increases. Therefore, this paper proposes a student-centered production practice teaching mode of “related task-driven-group cooperative learning” to solve this problem. Specifically, the teachers set several production tasks that are interrelated and run through multiple links and select a production practice base that can support the practice tasks. The students complete the associated tasks by group cooperative work. Finally, the support and correlation between different topics are elucidated by the teachers. In this way, the weak degree of connection between actual production and theoretical teaching of professional courses can be relieved and the effect of production practice can be improved.展开更多
文摘智能软硬件生产工具已在水文与水资源工程专业的水文分析计算、规划设计、运行管理等相关工作中普及使用,本科生产实习环节综合运用所学知识开展相关核心任务计算的参与度降低,导致实际生产作业与专业课程理论教学环节的衔接程度减弱,通过本科生产实习教学实现由理论学习到工程实践的难度增加。针对这一问题,本文提出一种以学生为中心的“关联任务驱动–群体合作学习”的生产实习实践教学模式,通过设置多个相互关联且贯穿多个环节的生产任务,并根据需要选择能支撑实习任务的生产实习基地,由本科生分组协同合作完成关联任务并由指导教师阐明不同专题间的支撑与关联关系,可有效克服专业课程理论教学环节与教学实践环节衔接程度减弱的问题,提高生产实习效果。Intelligent hardware and software production tools have been widely used in hydrological analysis and calculation, planning and design, operation management and other related work of hydrology and water resources engineering major. However, this situation reduces the students’ participation in the calculation of related critical tasks by comprehensively applying the knowledge they have learned in the undergraduate production practice. As a result, the degree of connection between actual production and theoretical teaching of professional courses is weakened, and the difficulty of realizing the transition from theoretical learning to engineering practice through undergraduate production practice teaching increases. Therefore, this paper proposes a student-centered production practice teaching mode of “related task-driven-group cooperative learning” to solve this problem. Specifically, the teachers set several production tasks that are interrelated and run through multiple links and select a production practice base that can support the practice tasks. The students complete the associated tasks by group cooperative work. Finally, the support and correlation between different topics are elucidated by the teachers. In this way, the weak degree of connection between actual production and theoretical teaching of professional courses can be relieved and the effect of production practice can be improved.
