面向新工科的《运筹学》教学模式探索
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摘要
针对高校《运筹学》课程教学的现状和存在的问题,依据新工科建设中对人才培养的需求,提出面向新工科的《运筹学》教学模式的改革.首先,融合学生学科专业背景构建三位一体的教学内容;其次,借助学者网课程平台引入混合式教学,并通过增加互动交流消除师生淡漠,激发学生的学习参与度.最后,在评价机制中引入过程评价体系把握学生的学习行为动态调整知识结构.实践证明新的教学模式能够有效的提高学生的成绩,激发学生的创造能力.
Focusing on the current situation and existing problems of Operational Research teaching in colleges and universities, to meet the demands for personnel training in developing emerging engineering,the present study proposes the teaching reform of Operational Research for emerging engineering. Firstly,combining with students' professional background, trinity teaching content of Operational Research is developed. Secondly, blended teaching model is adopted via the scholat.com platform, and interaction and communication between students and teachers is enhanced to stimulate students' participation in learning.Finally, the process evaluation system is implemented to monitor and adjust students' learning dynamically.The practice shows that the new teaching mode can effectively improve students' academic performance and stimulate their creativity.
Focusing on the current situation and existing problems of Operational Research teaching in colleges and universities, to meet the demands for personnel training in developing emerging engineering,the present study proposes the teaching reform of Operational Research for emerging engineering. Firstly,combining with students' professional background, trinity teaching content of Operational Research is developed. Secondly, blended teaching model is adopted via the scholat.com platform, and interaction and communication between students and teachers is enhanced to stimulate students' participation in learning.Finally, the process evaluation system is implemented to monitor and adjust students' learning dynamically.The practice shows that the new teaching mode can effectively improve students' academic performance and stimulate their creativity.
引文
[1]朱君,宋树祥,秦柳丽,等.“新工科”创新理念的电子信息类专业基础实践教学改革[J].实验技术与管理,2017(11):171-173.
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[7]郑辉,刘红杰.应用型本科院校经管类专业运筹学教学方法改革探讨[J].研究探索, 2017(1):237-238.
[8]王英姿.基于过程性评价的经管类专业课程考核方法改革[J].教育教学论坛,2017(3):118-119.
[9]汤志康,李春英.基于学者网平台的计算机公共基础课混合教学模式研究[J].计算机教育,2017(7):96-100.
[10]李春英,汤志康.《MSOffice高级应用》课程教学模式实践[J].广东技术师范学院学报,2015(5):66-69.
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[12]刘义,高芳.情境认知学习理论与情境认知教学模式简析[J].教育探索, 2010(6):88-89.
[13]丁卫泽.基于ASSURE模型的学习环境构建[J].电化教育研究, 2008(12):60-63.
[2]周开发,曾玉珍.新工科的核心能力与教学模式探索[J].重庆高教研究,2017(3):22-35.
[3]赵广辉.面向新工科的Python程序设计交叉融合案例教学[J].计算机教育,2017(8):23-27.
[4]陆国栋.“新工科”建设的五个突破与初步探索[J].中国大学教学,2017(5):38-41.
[5]刘亮军.新工科:地方本科院校人才培养的新路径[J].黑龙江高教研究,2018(9):32-35.
[6]孟晓华.应用型本科运筹学课程教学模式改革与创新[J].科教文汇,2016(8):43-46.
[7]郑辉,刘红杰.应用型本科院校经管类专业运筹学教学方法改革探讨[J].研究探索, 2017(1):237-238.
[8]王英姿.基于过程性评价的经管类专业课程考核方法改革[J].教育教学论坛,2017(3):118-119.
[9]汤志康,李春英.基于学者网平台的计算机公共基础课混合教学模式研究[J].计算机教育,2017(7):96-100.
[10]李春英,汤志康.《MSOffice高级应用》课程教学模式实践[J].广东技术师范学院学报,2015(5):66-69.
[11]余胜泉,杨晓娟,何克抗.基于建构主义的教学设计模式[J].电化教育研究, 2000(12):7-13.
[12]刘义,高芳.情境认知学习理论与情境认知教学模式简析[J].教育探索, 2010(6):88-89.
[13]丁卫泽.基于ASSURE模型的学习环境构建[J].电化教育研究, 2008(12):60-63.