基于学习产出的应用型高校实践教学“五化”改革探索——以泉州信息工程学院为例
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摘要
理论与实践的统一、应用与创新的融合,是应用型高校教学改革追求的理想目标。审视应用型高校教学改革现状,依然存在系统性不足、综合性不强、创新性不够的问题。针对上述问题,泉州信息工程学院开展涵盖教学体系、教学平台、教学载体、教学组织、教学评价等5个教学要素的系统研究,运用"学习产出"理论,开展"小范围、大幅度"实践教学综合改革,探索了一套应用型高校实践教学"五化"改革的解决方案。
The unity of theory and practice as well as the integration of application and innovation,are the ideal goals of teaching reform of application-oriented undergraduate colleges.Through reviewing the situation of teaching reform of application-oriented undergraduate colleges,there exist problems,such as the lack of systematicness,comprehensiveness and innovation.According to the above problems,Quanzhou Institute of Information Engineering carries out the systematic study that covers 5 teaching elements of teaching system,teaching platform,teaching carrier,teaching organization and teaching evaluation,carries out the"small range,large scale"practice teaching reform based on the theory of"learning output",and explores a set of"five changes"of solutions for practice teaching of application-oriented undergraduate colleges.
The unity of theory and practice as well as the integration of application and innovation,are the ideal goals of teaching reform of application-oriented undergraduate colleges.Through reviewing the situation of teaching reform of application-oriented undergraduate colleges,there exist problems,such as the lack of systematicness,comprehensiveness and innovation.According to the above problems,Quanzhou Institute of Information Engineering carries out the systematic study that covers 5 teaching elements of teaching system,teaching platform,teaching carrier,teaching organization and teaching evaluation,carries out the"small range,large scale"practice teaching reform based on the theory of"learning output",and explores a set of"five changes"of solutions for practice teaching of application-oriented undergraduate colleges.
引文
[1]教育部、人力资源社会保障部、工业和信息化部关于印发《制造业人才发展规划指南》的通知[EB/OL].http://www.moe.edu.cn/srcsite/A07/moe_953/201702/t20170214_296162.html.
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[5]薛玉香,王占仁.地方高校应用型人才培养特色研究[J].高等工程教育研究,2016(1):149-153.
[6]Salonen Arto O.Salonen,Carina Savander-Ranne Carina.Teachers’Shared Expertise at a Multidisciplinary University of Applied Sciences[EB/OL].https://journals.sagepub.com/doi/pdf/10.1177/2158244015596206,2018-10-29/2018-11-15.
[7]吴金航,朱德全.应用型地方高校课堂教学元评价研究--以贵州省某应用型高校课堂教学评价为例[J].国家教育行政学院学报,2016(5):60-66.
[8]张祺午.服务“中国制造2025”培养高素质技术技能型人才[J].中国高等教育,2018(7):63-65.
[2]王伟廉.中国大学教学运行机制研究[M].广州:广东高等教育出版社,2005:3.
[3]李儒寿.应用型本科人才培养模式改革探索--以湖北文理学院“211”人才培养模式为例[J].高等教育研究,2012(8):65-70.
[4]潘懋元.应用型人才培养的理论与实践[M].厦门:厦门大学出版社,2011:28.
[5]薛玉香,王占仁.地方高校应用型人才培养特色研究[J].高等工程教育研究,2016(1):149-153.
[6]Salonen Arto O.Salonen,Carina Savander-Ranne Carina.Teachers’Shared Expertise at a Multidisciplinary University of Applied Sciences[EB/OL].https://journals.sagepub.com/doi/pdf/10.1177/2158244015596206,2018-10-29/2018-11-15.
[7]吴金航,朱德全.应用型地方高校课堂教学元评价研究--以贵州省某应用型高校课堂教学评价为例[J].国家教育行政学院学报,2016(5):60-66.
[8]张祺午.服务“中国制造2025”培养高素质技术技能型人才[J].中国高等教育,2018(7):63-65.