基于可拓学的研究生创新能力培养模式研究
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摘要
利用可拓创新方法对研究生创新能力培养中的困难问题求解,设计解决路径,并由此构建了"一个目标、三个体系、两个融合"的研究生创新能力培养模式。一个培养目标是指拥有创新知识、创新素质与创新能力。相互作用的3个体系是指创新课程体系、创新实践体系与持续改进体系。其中,持续改进包括评价与持续改进机制。两个融合是可拓创新方法与专业核心课程融合、研究性教学与学生自主授课融合,即通过与专业相关的创新案例,加深研究生对创新方法的理解,通过研究生自主设计课程内容的研究性教学环节,增强研究生的综合能力。
To solve the difficult problem in training innovation ability for graduates by the use of extenics innovation method, the solution is proposed, and the cultivation model of innovative ability for graduate students is established,which is composed of one soal,two integrations and three systems. One goal is to possess innovative knowledge, innovative quality and innovative ability. The three interacting systems are innovative curriculum system, innovative practice system and continuous improvement system which includes evaluation and continuous improvement mechanism. The two-integration is the integration of Extenics innovation method and major core curriculum, research-based teaching and students′ autonomy teaching. That is, through innovative cases related to the major, to deepen graduates′ understanding of innovative methods; through the research-based teaching integrated graduates′ independent design of curriculum content, to enhance graduates′ comprehensive ability.
To solve the difficult problem in training innovation ability for graduates by the use of extenics innovation method, the solution is proposed, and the cultivation model of innovative ability for graduate students is established,which is composed of one soal,two integrations and three systems. One goal is to possess innovative knowledge, innovative quality and innovative ability. The three interacting systems are innovative curriculum system, innovative practice system and continuous improvement system which includes evaluation and continuous improvement mechanism. The two-integration is the integration of Extenics innovation method and major core curriculum, research-based teaching and students′ autonomy teaching. That is, through innovative cases related to the major, to deepen graduates′ understanding of innovative methods; through the research-based teaching integrated graduates′ independent design of curriculum content, to enhance graduates′ comprehensive ability.
引文
[1] 冀秋燕.研究生学术创新能力现状及其培养研究[D].保定:河北大学,2015.
[2] 杨文强.提升理工类学术型研究生创新能力的研究[D].大庆:东北石油大学,2015.
[3] 段亚敏,霍清清,郑艳.全日制专业学位研究生的培养模式与创新[J].价值工程,2017(20):176-177.
[4] 李姗霖,熊淦,吴亭燕,等.研究生创新创业教育课程体系构建研究[J].研究生教育研究,2017(4):45-50.
[5] 赵艳霞,陈蒙.基于创新型研究生培养的自主开放式课堂的构建[J].华北理工大学学报(社会科学版),2017(5):129-132.
[6] 武美萍,缪小进,张超峰,等.机械工程专业学位研究生培养模式创新和实践[J].教育教学论坛,2017(9):100-103.
[7] 江帆.TRIZ创新应用与创新工程教育研究[M].北京:北京理工大学出版社,2013:36-47.
[8] 江帆,杨鹏海.TRIZ理论与可拓学的融合方法研究[J].广州大学学报(自然科学版),2014(6):59-64.
[9] 江帆.TRIZ与可拓学比较及融合机制研究[M].北京:北京理工大学出版社,2015:87-98.
[10] 江帆,张春良,王一军,等.机械专业学生主动实践能力培养体系构建[J].高等工程教育研究,2016(1):187-192.
[2] 杨文强.提升理工类学术型研究生创新能力的研究[D].大庆:东北石油大学,2015.
[3] 段亚敏,霍清清,郑艳.全日制专业学位研究生的培养模式与创新[J].价值工程,2017(20):176-177.
[4] 李姗霖,熊淦,吴亭燕,等.研究生创新创业教育课程体系构建研究[J].研究生教育研究,2017(4):45-50.
[5] 赵艳霞,陈蒙.基于创新型研究生培养的自主开放式课堂的构建[J].华北理工大学学报(社会科学版),2017(5):129-132.
[6] 武美萍,缪小进,张超峰,等.机械工程专业学位研究生培养模式创新和实践[J].教育教学论坛,2017(9):100-103.
[7] 江帆.TRIZ创新应用与创新工程教育研究[M].北京:北京理工大学出版社,2013:36-47.
[8] 江帆,杨鹏海.TRIZ理论与可拓学的融合方法研究[J].广州大学学报(自然科学版),2014(6):59-64.
[9] 江帆.TRIZ与可拓学比较及融合机制研究[M].北京:北京理工大学出版社,2015:87-98.
[10] 江帆,张春良,王一军,等.机械专业学生主动实践能力培养体系构建[J].高等工程教育研究,2016(1):187-192.