国家级实验教学示范中心“三层次七系列”复合型实验教学体系建构
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摘要
建筑学科大类的专业教育具有明显的过程性、验证性、探究性、综合性和创新性。重庆大学建筑城规国家级实验教学示范中心根据专业教学特点和阶段教学目标,构建了"三层次七系列"复合型实验教学体系,即"基础—综合—创新"3个循序渐进的实验层次和"建筑设计基础、艺术与表达、风景园林、建筑技术、数字化技术、设计研究、设计实践"7个实验课程系列,逐步形成了体系完整、层次丰富、与专业主干课程高度匹配的实验实践教学体系,对建筑学科大类人才培养起到了积极作用。
The professional education of architecture has obvious characteristics of procedure,verification,inquiry,comprehensiveness and innovation. According to the characteristics of professional teaching and stage teaching objectives,the National Experimental Teaching Demonstration Center of Chongqing University has constructed " three levels and seven series" compound type experimental teaching system. The system includes " foundation – synthesis –innovation" three progressive experimental levels and " architectural design foundation,art and expression,landscape architecture,architecture technology,digital technology,design research,design practice" seven series experimental courses. The experimental practice teaching system is built with complete system,rich level and high matching with major main courses. It has played a positive role in the training of major talents of architecture.
The professional education of architecture has obvious characteristics of procedure,verification,inquiry,comprehensiveness and innovation. According to the characteristics of professional teaching and stage teaching objectives,the National Experimental Teaching Demonstration Center of Chongqing University has constructed " three levels and seven series" compound type experimental teaching system. The system includes " foundation – synthesis –innovation" three progressive experimental levels and " architectural design foundation,art and expression,landscape architecture,architecture technology,digital technology,design research,design practice" seven series experimental courses. The experimental practice teaching system is built with complete system,rich level and high matching with major main courses. It has played a positive role in the training of major talents of architecture.
引文
[1]厉旭云,梅汝焕,叶治国,等.高校实验教学研究的发展及趋势[J].实验室研究与探索,2014,33(3):131-135.
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[5]程品晶,谢菊英,宋碧英.核专业人才培养模式与实践教学改革探索[J].中国校外教育,2012(1):117.
[6]梁树英,卢峰,黄海静.建筑城规国家级实验教学示范中心建设与实践[J].实验技术与管理,2016,33(11):228-231.
[7]邢燕,张驰.建筑学专业实践教学模式研究[J].新课程研究,2012(10):153-154.
[8]黄鹭红.建筑学专业低年级《建筑设计》课程中存在的问题及改进方法[J].新课程研究,2013(2):19-21.
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[10]马文顶,吴作武,万志军,等.采矿工程虚拟仿真实验教学体系建设与实践[J].实验技术与管理,2014,31(9):14-18.
[11]梁丽.构件分层次实验教学体系培养创新型人才[J].实验室研究与探索,2014,33(1):217-219.
[12]杨广武,胡松青,张亚萍,等.建设四类实验资源,构建“分层次递进式”实验教学体系[J].实验室研究与探索,2016,35(2):159-162.
[13]张庆华,冯琳琳,张宝,等.多层次递进式生物工程专业实验教学模式的创新与探索[J].轻工科技,2017(10):172-174.
[14]丁美荣,宋象军.虚拟实验与真实实验整合的计算机网络研究性实验教学探究[J].实验技术与管理,2011,28(5):163-166.
[15]姚路路,魏凤玉,杨保俊,等.开设科研训练课程提高大学生创新能力[J].化工高等教育,2017(2):55-57,89.
[2]刘凤泰.关于实验教学改革的问题[J].实验技术与管理,2000,17(3):6-10.
[3]郭昉,段佳勇.高校“四位一体”实验教学模式的探索与实践[J].实验室研究与探索,2012,31(10):138-140.
[4]范公广,刘永萍,谢军.国家级实验教学示范中心实验教学体系的探索和实践[J].实验技术与管理,2012,29(1):134-136.
[5]程品晶,谢菊英,宋碧英.核专业人才培养模式与实践教学改革探索[J].中国校外教育,2012(1):117.
[6]梁树英,卢峰,黄海静.建筑城规国家级实验教学示范中心建设与实践[J].实验技术与管理,2016,33(11):228-231.
[7]邢燕,张驰.建筑学专业实践教学模式研究[J].新课程研究,2012(10):153-154.
[8]黄鹭红.建筑学专业低年级《建筑设计》课程中存在的问题及改进方法[J].新课程研究,2013(2):19-21.
[9]刘博佳.建筑设计类课程“应用型”教学模式初探[J].高等建筑教育,2011,20(2):93-96.
[10]马文顶,吴作武,万志军,等.采矿工程虚拟仿真实验教学体系建设与实践[J].实验技术与管理,2014,31(9):14-18.
[11]梁丽.构件分层次实验教学体系培养创新型人才[J].实验室研究与探索,2014,33(1):217-219.
[12]杨广武,胡松青,张亚萍,等.建设四类实验资源,构建“分层次递进式”实验教学体系[J].实验室研究与探索,2016,35(2):159-162.
[13]张庆华,冯琳琳,张宝,等.多层次递进式生物工程专业实验教学模式的创新与探索[J].轻工科技,2017(10):172-174.
[14]丁美荣,宋象军.虚拟实验与真实实验整合的计算机网络研究性实验教学探究[J].实验技术与管理,2011,28(5):163-166.
[15]姚路路,魏凤玉,杨保俊,等.开设科研训练课程提高大学生创新能力[J].化工高等教育,2017(2):55-57,89.