基于阶梯式实验教学的机械创新设计能力培养
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摘要
由于目前高校教学模式转型慢,课堂与实践脱节较大,忽视课堂与实践的融合,以至于课程内容对学生的创新实践活动的支撑作用没有发挥出来。虽然高校越来越重视实践教学,实践类课程数量有所增加,大多数高校都开设了创新性实验,但多数学生不能合理地选择创新性实验,以至于实践教学的延续性效果不佳。因此,针对机械类本科生创新设计能力的培养,文中提出了一种基于阶梯式实验教学的大学生机械创新设计能力的培养方法,并结合大学生学科竞赛,使学生的机械创新设计能力实现阶梯式进步。
At present,due to the slow transformation of university teaching mode,the big gap between curricular and practice and ignoring the fusion of curricular and practice,the content of the curricular does not play a role in supporting the students' innovative practice. Although the university has put emphasis on practical teaching and has increased the number of practical courses,most students have no ability to choose reasonable innovative experiments which leads to the bad teaching effect. Therefore,this paper presents the method of cultivationof undergraduate mechanical innovative talents based on ladder-type experiment teaching. By encouraging undergraduates from different grades to participate in innovative experiments and competitions which match their knowledge base,the teacher makes the students' innovative ability to achieve ladder progress.
At present,due to the slow transformation of university teaching mode,the big gap between curricular and practice and ignoring the fusion of curricular and practice,the content of the curricular does not play a role in supporting the students' innovative practice. Although the university has put emphasis on practical teaching and has increased the number of practical courses,most students have no ability to choose reasonable innovative experiments which leads to the bad teaching effect. Therefore,this paper presents the method of cultivationof undergraduate mechanical innovative talents based on ladder-type experiment teaching. By encouraging undergraduates from different grades to participate in innovative experiments and competitions which match their knowledge base,the teacher makes the students' innovative ability to achieve ladder progress.
引文
[1]国务院关于印发“中国制造2025”的通知[N].中华人民共和国国务院公报,2015年第16期.
[2]黄大明,黄世伟,黄俊明. 21世纪对教学改革若干问题的思考[J].广西高教研究,2000(4):30-32.
[3]李拓宇,李飞,陆国栋.面向“中国制造2025”的工程科技人才培养质量提升路径探析[J].高等工程教育研究,2015(6):17-23.
[4]黄大明,秦钢年,杨春兰,等.提高实验教学人才培养功能适应创新人才培养[J].实验室研究与探索,2011(6):126-129.
[5]何照荣,李宁,王大成.培养学生自主学习能力的实践研究[J].中国教育技术装备,2016(2):156-158.
[6]许丽川,申世军,刘洋. MOOC在高校实践类课程教学设计中的应用[J].实验室研究与探索,2016(8):207-211.
[7]张书亭.自顶向下协同产品设计框架和方法研究[D].杭州:浙江大学,2009.
[8] 2015年大类培养方案-机械工程.西安交通大学机械工程学院官网.http://mec.xjtu.edu.cn/info/1019/1034.htm.
[9]桂亮,金悦,刘吉轩,等.任务驱动项目教学法在创新性实验中的应用[J].高校实验室工作研究,2013(4):29-31.
[10]杨志东,陈小桥.学科竞赛与创新人才培养模式的探索与研究——以电子类学科竞赛为例[J].实验技术与管理,2016,33(2):14-16,23.
[2]黄大明,黄世伟,黄俊明. 21世纪对教学改革若干问题的思考[J].广西高教研究,2000(4):30-32.
[3]李拓宇,李飞,陆国栋.面向“中国制造2025”的工程科技人才培养质量提升路径探析[J].高等工程教育研究,2015(6):17-23.
[4]黄大明,秦钢年,杨春兰,等.提高实验教学人才培养功能适应创新人才培养[J].实验室研究与探索,2011(6):126-129.
[5]何照荣,李宁,王大成.培养学生自主学习能力的实践研究[J].中国教育技术装备,2016(2):156-158.
[6]许丽川,申世军,刘洋. MOOC在高校实践类课程教学设计中的应用[J].实验室研究与探索,2016(8):207-211.
[7]张书亭.自顶向下协同产品设计框架和方法研究[D].杭州:浙江大学,2009.
[8] 2015年大类培养方案-机械工程.西安交通大学机械工程学院官网.http://mec.xjtu.edu.cn/info/1019/1034.htm.
[9]桂亮,金悦,刘吉轩,等.任务驱动项目教学法在创新性实验中的应用[J].高校实验室工作研究,2013(4):29-31.
[10]杨志东,陈小桥.学科竞赛与创新人才培养模式的探索与研究——以电子类学科竞赛为例[J].实验技术与管理,2016,33(2):14-16,23.