基于“互联网+”的《工程制图》混合慕课教学改革研究
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摘要
传统工程制图教学中存在学生参与度较低、学习兴趣不足、课堂教学与业界关系不密切等缺点。基于"互联网+"的信息技术,提出开展线上/线下混合慕课的教改新思路和方法。根据生物医学工程的教学要求和专业特点,充分利用在线教学资源,优化课堂教学内容,构建以案例教学为主的混合式学习平台。采用在线学习、在线求助、在线辅导、在线答疑等多元化教学方式,拓展知识点以补充课堂教学的不足。最终考试结果表明:慕课实验班的期末考试通过率比非慕课班提高了13.3%,学生在整个教学中的参与度和学习积极性都有很大的提升。
Traditional engineering drawing teaching has the disadvantages of low student participation, lack of interest in learning, and lack of close relationship between classroom teaching and industry. Based on the "Internet +" information technology, the new ideas and methods of teaching reform under the blending of MOOCs is proposed. According to the teaching requirements and professional characteristics of biomedical engineering, the teacher make full use of online teaching resources,optimizing classroom teaching content, and building a hybrid learning platform. The use of online learning, online help, online counselling, online Q & A and other diversified teaching methods, expand knowledge points to supplement the lack of classroom teaching. The final examination results showed that the passing rate of final exams in MOOC experimental classes was 13.3%higher than that of non-MOOC students, and students' participation in the entire teaching and learning enthusiasm were greatly improved.
Traditional engineering drawing teaching has the disadvantages of low student participation, lack of interest in learning, and lack of close relationship between classroom teaching and industry. Based on the "Internet +" information technology, the new ideas and methods of teaching reform under the blending of MOOCs is proposed. According to the teaching requirements and professional characteristics of biomedical engineering, the teacher make full use of online teaching resources,optimizing classroom teaching content, and building a hybrid learning platform. The use of online learning, online help, online counselling, online Q & A and other diversified teaching methods, expand knowledge points to supplement the lack of classroom teaching. The final examination results showed that the passing rate of final exams in MOOC experimental classes was 13.3%higher than that of non-MOOC students, and students' participation in the entire teaching and learning enthusiasm were greatly improved.
引文
[1]熊巍,刘林,陈锦昌.现代工程制图课堂教学改革的探索与实践[J].图形学报,2014,35(2):296-300.
[2]陈锦昌,陈亮,张瑞秋,陈炽坤.基于构型设计的工程制图课程设计环节的探索[J].图形学报,2013,34(1):105-110
[3]张宗波,王珉,吴宝贵,等.“线上+线下融合式”工程图学课程建设与教学实践[J].图学学报, 2016, 37(5):718-725.
[4]石玲,吕金丽.工程制图教学模式改革的探索[J].东华大学学报(自然科学版),2006,32(5):154-158
[5]穆浩志,王晓菲,蔡兵等.基于“互联网+”的《工程制图》课程CAD上机实验教学研究与实践[J].图学学报,2017,38(5):772-778.
[2]陈锦昌,陈亮,张瑞秋,陈炽坤.基于构型设计的工程制图课程设计环节的探索[J].图形学报,2013,34(1):105-110
[3]张宗波,王珉,吴宝贵,等.“线上+线下融合式”工程图学课程建设与教学实践[J].图学学报, 2016, 37(5):718-725.
[4]石玲,吕金丽.工程制图教学模式改革的探索[J].东华大学学报(自然科学版),2006,32(5):154-158
[5]穆浩志,王晓菲,蔡兵等.基于“互联网+”的《工程制图》课程CAD上机实验教学研究与实践[J].图学学报,2017,38(5):772-778.