小班化教学模式在《复合材料界面》课程中的实践探究
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摘要
小班化教学是当今教学组织形式改革的主要方向之一,它突出以学生为中心,以创新人才的培养理念和构建与之相适应的课堂教学质量评价体系为教学模式为核心要素。本文以现代复合材料的专业课《复合材料界面》为例,探讨如何依托小班化教学模式,通过教学方法、教学内容、教学组织形式、教学评价体系等教学模式改革,运用原来大班教学难以实施的培养模式,提高学生教学过程的参与度,注意学生个性的发展,培养学生自主、合作和探究的学习能力,提高应用型人才的培养质量。
Small class teaching is one of the main directions in the reform of teaching organization form,which emphasizes the student-centered,innovative talent training concept and the construction of classroom teaching quality evaluation system.Taking the modern composite material specialty course "Composite Material Interface" as an example,this paper discusses how to rely on the small class teaching mode,through the reform of teaching methods,teaching contents,teaching organization form,teaching implementation process,teaching evaluation system and so on,to realize the difficult teaching points in the traditional large class teaching and to improve students' participation in the teaching process,and to pay attention to the development of students' personality,to cultivate students' autonomous,cooperative and inquiry learning ability,and to improve the quality of application-oriented personnel training.
Small class teaching is one of the main directions in the reform of teaching organization form,which emphasizes the student-centered,innovative talent training concept and the construction of classroom teaching quality evaluation system.Taking the modern composite material specialty course "Composite Material Interface" as an example,this paper discusses how to rely on the small class teaching mode,through the reform of teaching methods,teaching contents,teaching organization form,teaching implementation process,teaching evaluation system and so on,to realize the difficult teaching points in the traditional large class teaching and to improve students' participation in the teaching process,and to pay attention to the development of students' personality,to cultivate students' autonomous,cooperative and inquiry learning ability,and to improve the quality of application-oriented personnel training.
引文
[1]赵雪伶,邴乃慈,于伟,朱志刚,吴益华.小班化在材料化学专业中的实践探究[J].时代教育,2017,(19):165.
[2]朱君.“探究式”小班化教学的理论及实践研究[J].当代教育科学,2013,(19):58-59.
[3]卢谦.小班化教学:从“形似”走向“神似”的实践与思考[J].现代中小学教育,2018,34(2):24-26.
[4]学丽芬.论小班化教学实践[J].西部素质教育,2017,3(8):286-286.
[5]马媛媛.基于差异化教学理论的小班化教学[J].教学与管理:理论版,2017,(5):77-79.
[6]宋艳红.高职“分方向”、“小班化”教学模式探讨[J].价值工程,2014,(11):297-298.
[7]孙云.学生的有感而发---对学科基础课程的小班化教学[J].教育教学论坛,2018,(13):128-129.
[8]陈月茹.美国小班化教学研究述论[J].山东师范大学学报:人文社会科学版,2002,47(1):109-112.
[9]方春莲.高校实行小班化教学的必要性[J].大众文艺,2016,(23):244.
[2]朱君.“探究式”小班化教学的理论及实践研究[J].当代教育科学,2013,(19):58-59.
[3]卢谦.小班化教学:从“形似”走向“神似”的实践与思考[J].现代中小学教育,2018,34(2):24-26.
[4]学丽芬.论小班化教学实践[J].西部素质教育,2017,3(8):286-286.
[5]马媛媛.基于差异化教学理论的小班化教学[J].教学与管理:理论版,2017,(5):77-79.
[6]宋艳红.高职“分方向”、“小班化”教学模式探讨[J].价值工程,2014,(11):297-298.
[7]孙云.学生的有感而发---对学科基础课程的小班化教学[J].教育教学论坛,2018,(13):128-129.
[8]陈月茹.美国小班化教学研究述论[J].山东师范大学学报:人文社会科学版,2002,47(1):109-112.
[9]方春莲.高校实行小班化教学的必要性[J].大众文艺,2016,(23):244.