新工科背景下包装工程创新实践教学的探索

探索新工科背景下包装工程创新实践教学方法。以新工科为导向,以全国“工程教育专业认证”为标准,将导入式创新课堂、沉浸式创新实操和原发式自主创新引入包装工程创新教学,以学生为中心,社会需求为导向,培养学生创新工程实践能力。导入式创新课堂结合项目制课程教学实践和校外专家创新论坛活动,多维度、多方向地激发学生学习动机、培养学生“知行合一”的实践思维;沉浸式创新实操以校企联动的“汇源实验班”开展,集中“沉浸式”个性化培养学生的认知能力、基础知识、专业能力、职业素养;原发式自主创新教学实践是基于学校奖学金评定规则和各类竞赛平台,学生自发参与“挑战杯”“互联网+”“大创”项目等竞赛和项目活动,从而深入理解包装,探索包装专业知识,拓宽包装知识面,并走向包装市场。导入式创新课堂、沉浸式创新实操和原发式自主创新的多种混合式创新实践教学模式可以更好地落实“学生中心、产出导向、持续改进”的先进理念,培养学生创新工程实践能力。

Innovation and Education： Construction of Interactivity Indicators to Collaborative and Immersive Learning

Technological innovation, driven towards the educational context, has favored the concept of interactive technological environments that may significantly contribute towards the teaching-learning processes. In that sense, mapping interactivity indicators that consider technical and operational aspects, supported by the available technical literature and based on the perspective of undergraduate engineers and teachers, becomes a fundamental activity in order to build interactive environments that may in fact adequately contribute for the professional education of our students, mainly the ones in engineering courses. Specifically, this paper shows preliminary studies within this perspective, showing how technological innovation may be understood and applied in the educational context. The study also shows the first interactivity indicator for a collaborative learning perspective, obtained from data collected through a qualitative content analysis methodology.