基于“微创新”理论的实践教学模式探索
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摘要
结合"微创新"的思想与理论,融合"互联网+"的理论与知识,依据学生的不同专业培养目标和已经掌握的知识技能,参考实验、实践教学大纲,师生共同设计并完成创新项目,其中综合性智能售卖机的研发很好地诠释了这一模式过程。通过这一实践教学模式,催生了一批新颖实用的大学生科研创新成果,参与其中的师生的积极性与知识能力有了较大的提升,说明了这种实验教学模式具有一定的优越性与推广价值。
In combination with the idea and theory of "Micro-innovation",with the integration of the theory and knowledge of"Internet+",according to the different professional training objectives and students' knowledge skills,and in reference to the experimental and practical syllabus,the teachers and students have jointly designed and completed innovative projects,among which the development of the comprehensive intelligent vending machine explains the process of this model very well.Through this practical teaching mode,a number of new and practical innovative achievements in scientific research of university students have been made,and the enthusiasm and knowledge ability of teachers and students participating in this teaching mode have been greatly improved,which shows that this experimental teaching mode has certain advantage and popularizing value.
In combination with the idea and theory of "Micro-innovation",with the integration of the theory and knowledge of"Internet+",according to the different professional training objectives and students' knowledge skills,and in reference to the experimental and practical syllabus,the teachers and students have jointly designed and completed innovative projects,among which the development of the comprehensive intelligent vending machine explains the process of this model very well.Through this practical teaching mode,a number of new and practical innovative achievements in scientific research of university students have been made,and the enthusiasm and knowledge ability of teachers and students participating in this teaching mode have been greatly improved,which shows that this experimental teaching mode has certain advantage and popularizing value.
引文
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[4]余建潮,叶秉良,汪前进,等.互联网+科技创新资源整合与共享机制研究[J].实验技术与管理,2018,35(4):34-36.
[5]罗志高,张景.网络物理实验开设与探索[J].物理实验,2016,36(12):71-72.
[6]马现超,方恺,吕军.智能手机软件在物理实验教学中开发与应用研究[J].物理实验,2016,36(12):69-70.
[7]杨丹.全面发展学生创新实践能力的举措[J].实验室研究与探索,2011,30(7):3-5.
[8]钱波.应用型工科院校多元化实验教学体系的创新探究[J].实验室研究与探索,2011,30(8):33-35.
[9]张娟霞,张敏,金佳,等.一种自动贩卖机[P].河北:CN106887081A,2017-06-23.
[10]陆松年,潘理,龚玲,等.电子信息类专业操作系统实验课程的设计和实践[J].实验室研究与探索,2011,30(8):39-42.
[11]王丽,陈江博,苏雪琼,等.科研融入实践教学与大学生创新能力培养[J].实验室研究与探索,2011,30(8):29-32.
[12]张亚萍,张令坦,马红章,等.物理实验创新平台环境协同体系建设与实践[J].实验技术与管理,2018,35(4):30-33.
[13]张红光,李雨竹,袁亚丽,等.加强实践教学内涵建设培养应用型创新人才[J].实验室研究与探索,2011,30(8):36-38.
[14]王忠辉,范浩军.科研实验转化为综合教学实验的探索[J].实验技术与管理,2018,35(4):189-191.
[2]德鲁·博迪,雅各布·戈登堡.微创新:5种微小改变创造伟大产品[M].钟莉婷,译.北京:中信出版社,2014.
[3]赵建洋,胡荣林,丁卫红,等.创新驱动下计算机卓越人才培养新模式探索[J].实验技术与管理,2018,35(4):1-5.
[4]余建潮,叶秉良,汪前进,等.互联网+科技创新资源整合与共享机制研究[J].实验技术与管理,2018,35(4):34-36.
[5]罗志高,张景.网络物理实验开设与探索[J].物理实验,2016,36(12):71-72.
[6]马现超,方恺,吕军.智能手机软件在物理实验教学中开发与应用研究[J].物理实验,2016,36(12):69-70.
[7]杨丹.全面发展学生创新实践能力的举措[J].实验室研究与探索,2011,30(7):3-5.
[8]钱波.应用型工科院校多元化实验教学体系的创新探究[J].实验室研究与探索,2011,30(8):33-35.
[9]张娟霞,张敏,金佳,等.一种自动贩卖机[P].河北:CN106887081A,2017-06-23.
[10]陆松年,潘理,龚玲,等.电子信息类专业操作系统实验课程的设计和实践[J].实验室研究与探索,2011,30(8):39-42.
[11]王丽,陈江博,苏雪琼,等.科研融入实践教学与大学生创新能力培养[J].实验室研究与探索,2011,30(8):29-32.
[12]张亚萍,张令坦,马红章,等.物理实验创新平台环境协同体系建设与实践[J].实验技术与管理,2018,35(4):30-33.
[13]张红光,李雨竹,袁亚丽,等.加强实践教学内涵建设培养应用型创新人才[J].实验室研究与探索,2011,30(8):36-38.
[14]王忠辉,范浩军.科研实验转化为综合教学实验的探索[J].实验技术与管理,2018,35(4):189-191.