基于“设计型教学”的IE专业导论课程教学改革研究
|
摘要
IE导论课教学的效果直接关系到学生的专业认识、职业规划、后续教育等多个方面。在分析导论课改革必要性的基础上,结合"设计型教学"中的"逆向思维模型"将导论课程分为6.5个阶段,并对课时进行了划分。通过构建产品实际生产过程与环境帮助学生发现问题,树立学科意识,承接后续课程教学,让学生进行课程总结以了解教学效果,最终形成一套良性教学机制,实现应用型人才的培养。
The effect of introduction to industrial engineering teaching is directly related to students' professional knowledge,occupation planning,follow-up education and other aspects. Based on analyzing the necessity of introduction course reform and combined with the "reverse thinking model" of the "design oriented teaching",the introduction course is divided into 61/2 stages,and the class hour is divided too. Through the construction of the actual process and environment of production,it helps students find problems,set up the subject consciousness,and undertake the follow-up course teaching. Let the students summarize the course to understand the teaching effect,and eventually form a set of benign teaching mechanism to realize the training of applied talents.
The effect of introduction to industrial engineering teaching is directly related to students' professional knowledge,occupation planning,follow-up education and other aspects. Based on analyzing the necessity of introduction course reform and combined with the "reverse thinking model" of the "design oriented teaching",the introduction course is divided into 61/2 stages,and the class hour is divided too. Through the construction of the actual process and environment of production,it helps students find problems,set up the subject consciousness,and undertake the follow-up course teaching. Let the students summarize the course to understand the teaching effect,and eventually form a set of benign teaching mechanism to realize the training of applied talents.
引文
[1]刘向丽,王厚双.辽宁省制造业FDI技术外溢效应实证分析[J].沈阳工业大学学报(社会科学版),2009,(1):1-5.
[2]汪应洛,刘子晗.中国从制造大国迈向制造强国的战略思考[J].西安交通大学学报(社会科学版),2013,33(6):1-6.
[3]中华人民共和国统计局.中国统计年鉴[M].北京:中国统计出版社,2013.
[4]黄毅敏,齐二石.工业工程视角下中国制造业发展困境与路径[J].科学学与科学技术管理,2015,36(04):86-94.
[5]范春萍.工程导论课课程建设研究[J].高等工程教育研究,2014,(2):176-183.
[6]李培根,许晓东,陈国松.我国本科工程教育实践教学问题与原因探析[J].高等工程教育研究,2012,(3):1-6.
[7]李美凤,孙玉杰.国外“设计型学习”研究与应用综述[J].现代教育技术,2015,(7):12-18.
[8]Wijne W H F W.Towards Design-Based Learning[OL].http://w3.tue.nl/fileadmin/stu/stu_oo/doc/OGO_brochure_1_EN.pdf
[2]汪应洛,刘子晗.中国从制造大国迈向制造强国的战略思考[J].西安交通大学学报(社会科学版),2013,33(6):1-6.
[3]中华人民共和国统计局.中国统计年鉴[M].北京:中国统计出版社,2013.
[4]黄毅敏,齐二石.工业工程视角下中国制造业发展困境与路径[J].科学学与科学技术管理,2015,36(04):86-94.
[5]范春萍.工程导论课课程建设研究[J].高等工程教育研究,2014,(2):176-183.
[6]李培根,许晓东,陈国松.我国本科工程教育实践教学问题与原因探析[J].高等工程教育研究,2012,(3):1-6.
[7]李美凤,孙玉杰.国外“设计型学习”研究与应用综述[J].现代教育技术,2015,(7):12-18.
[8]Wijne W H F W.Towards Design-Based Learning[OL].http://w3.tue.nl/fileadmin/stu/stu_oo/doc/OGO_brochure_1_EN.pdf