新工程教育认证标准下课程教学的探索与实践
|
摘要
以"计算机基础及C语言程序设计"课程为例,构建了以"能力培养为核心"的"目标导向"式课程教学体系,并对该体系的实践结果进行了评价。两年的教学实践表明,新课程教学体系能显著提升学生学习的主观能动性,使教学过程由传统的以教师为中心的"单声道、填鸭式"转变为以学生为中心的"互动交流、提问质疑、辩论",把课程目标由传统的"教师教授什么"变为"学生学到什么"。对新专业认证标准下的课程教学有着重要的借鉴意义。
By taking "Computer foundation and C language programming" as an example, a "Goal-oriented" curriculum teaching system with "Ability training as the core" is established and the practical results of this system is evaluated. Two years' teaching practice shows that the new curriculum teaching system can significantly enhance students' subjective initiative in learning, change the teaching process from the traditional teacher-centered "Mono-channel and duck-filling" mode to the student-centered "Interactive communication, questioning and debating" mode, and change the curriculum objectives from the traditional "What teachers should teach" to "What students should learn". It has important reference significance for teaching under the new professional accreditation standards.
By taking "Computer foundation and C language programming" as an example, a "Goal-oriented" curriculum teaching system with "Ability training as the core" is established and the practical results of this system is evaluated. Two years' teaching practice shows that the new curriculum teaching system can significantly enhance students' subjective initiative in learning, change the teaching process from the traditional teacher-centered "Mono-channel and duck-filling" mode to the student-centered "Interactive communication, questioning and debating" mode, and change the curriculum objectives from the traditional "What teachers should teach" to "What students should learn". It has important reference significance for teaching under the new professional accreditation standards.
引文
[1] 林健.工程教育认证与工程教育改革和发展[J].高等工程教育研究,2015(2):10-19.
[2] 凤权.OBE教育模式下应用型人才培养的研究[J].安徽工程大学学报,2016,31(3):81-85,95.
[3] 陶勇芳,商存慧,崔华华.关于高等工科教育创新的探索[J].中国高教研究,2005(1):55-57.
[4] 林健.面向“卓越工程师”培养的课程体系和教学内容改革[J].高等工程教育研究,2011(5):1-9.
[5] 孙爱晶,王春娟,吉利萍.基于OBE的课程教学质量评价探索与实践[J].中国现代教育装备,2017(11):49-52.
[6] 吴中江,黄成亮.应用型人才内涵及应用型本科人才培养[J].高等工程教育研究,2014(2):66-69.
[7] 蒋建春,岑明,蔡林沁.自动化专业教育教学改革探讨[J].实验室研究与探索,2011,30(10):348-350.
[8] 李擎,崔家瑞,阎群,等.工程教育认证下自动化专业实践类课程改革[J].实验技术与管理,2016,33(12):225-228.
[9] 翁智,张泽,刘永信,等.自动化专业教学改革与实践[J].电气电子教学学报,2009,31(增刊2):66-68.
[10] 何洋,宋瑱,李东梅.高校实验课程教学多元化评价的实践与探索[J].教育教学论坛,2017(15):153-154.
[11] 张桂凤.基于学习动机理论的电类基础课程现代教学改革研究[J].实验技术与管理,2017,34(4):164-166.
[12] 顾晓薇,王青,邱景平,等.工程教育认证“毕业要求”达成度的认识与思考[J].教育教学论坛,2016(14):24-26.
[2] 凤权.OBE教育模式下应用型人才培养的研究[J].安徽工程大学学报,2016,31(3):81-85,95.
[3] 陶勇芳,商存慧,崔华华.关于高等工科教育创新的探索[J].中国高教研究,2005(1):55-57.
[4] 林健.面向“卓越工程师”培养的课程体系和教学内容改革[J].高等工程教育研究,2011(5):1-9.
[5] 孙爱晶,王春娟,吉利萍.基于OBE的课程教学质量评价探索与实践[J].中国现代教育装备,2017(11):49-52.
[6] 吴中江,黄成亮.应用型人才内涵及应用型本科人才培养[J].高等工程教育研究,2014(2):66-69.
[7] 蒋建春,岑明,蔡林沁.自动化专业教育教学改革探讨[J].实验室研究与探索,2011,30(10):348-350.
[8] 李擎,崔家瑞,阎群,等.工程教育认证下自动化专业实践类课程改革[J].实验技术与管理,2016,33(12):225-228.
[9] 翁智,张泽,刘永信,等.自动化专业教学改革与实践[J].电气电子教学学报,2009,31(增刊2):66-68.
[10] 何洋,宋瑱,李东梅.高校实验课程教学多元化评价的实践与探索[J].教育教学论坛,2017(15):153-154.
[11] 张桂凤.基于学习动机理论的电类基础课程现代教学改革研究[J].实验技术与管理,2017,34(4):164-166.
[12] 顾晓薇,王青,邱景平,等.工程教育认证“毕业要求”达成度的认识与思考[J].教育教学论坛,2016(14):24-26.