基于对分课堂的工科专业大班基础理论教学改革
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摘要
针对工科专业大班基础理论教学存在的问题,引入一种新型教学方法——对分课堂,该方法能有效组织课堂教学,并显著提升学生的学习积极性。从知识讲授、内化吸收和分组讨论几个重要环节入手,分析了对分课堂的教学理念,并根据该理念有目的地设计大班对分课堂教学方案,有针对性地开发、使用现代化教学工具,有效地促进了大班对分课堂的实施,教学实践数据表明,对分课堂对提高大班课教学质量,促进教学改革起到了较好的借鉴作用。
Due to the problems in the theoretical teaching for engineering majors in large-size class,a teaching method of PAD( Presentation-Assimilation-Discussion) is introduced. The method can effectively organize classroom teaching and enhance the students' learning enthusiasm. The idea of PAD Class is analyzed in term of viewpoint of knowledge presentation,knowledge assimilation and team discussion. The implementation program of PAD class is elaborately designed by this idea.Several modern teaching tools are developed and used in PAD class. Classroom teaching practice data shows that the class teaching quality can be improved via PAD which is also a good reference method for promoting the teaching reform.
Due to the problems in the theoretical teaching for engineering majors in large-size class,a teaching method of PAD( Presentation-Assimilation-Discussion) is introduced. The method can effectively organize classroom teaching and enhance the students' learning enthusiasm. The idea of PAD Class is analyzed in term of viewpoint of knowledge presentation,knowledge assimilation and team discussion. The implementation program of PAD class is elaborately designed by this idea.Several modern teaching tools are developed and used in PAD class. Classroom teaching practice data shows that the class teaching quality can be improved via PAD which is also a good reference method for promoting the teaching reform.
引文
[1]周晓玲,汪中厚.基于虚拟仿真技术的平面机构创意组合实验的教学改革[J].上海理工大学学报(社会科学版),2017,39(1):79-82.
[2]孙英隽.“慕课”背景下高校教学模式的新问题探讨[J].上海理工大学学报(社会科学版),2015,37(3):260-264.
[3]朱文博,瞿元赏,崔怡.浅议“工程制图基础”的教学内容和方法[J].上海理工大学学报(社会科学版),2017,39(1):69-73.
[4]陈雨.复杂性视域下的虚拟实践教学[J].中国职业技术教育,2016(11):127-129.
[5]张学新.对分课堂:大学课堂教学改革的新探索[J].复旦教育论坛,2014,12(5):5-10.
[6]夏耘.新形势下如何上好工科专业基础课[J].上海理工大学学报(社会科学版),2013,35(1):81-84.
[7]钟志贤.传统教学设计范型批判[J].电化教育研究,2007(2):145-147.
[8]齐磊磊.系统科学、复杂性科学与复杂系统科学哲学[J].系统科学学报,2012(3):7-11.
[9]刘明秋.“对分课堂”教学模式在微生物学教学中的应用[J].微生物学通报,2016,43(4):730-734.
[10]赵庚升.上海理工大学课程中心网站网络技术基础页面[EB/OL].[2017-05-21]http:∥cc. usst. edu. cn/G2S/Template/View. aspx? action=view&course Type=0&course Id=4075.
[2]孙英隽.“慕课”背景下高校教学模式的新问题探讨[J].上海理工大学学报(社会科学版),2015,37(3):260-264.
[3]朱文博,瞿元赏,崔怡.浅议“工程制图基础”的教学内容和方法[J].上海理工大学学报(社会科学版),2017,39(1):69-73.
[4]陈雨.复杂性视域下的虚拟实践教学[J].中国职业技术教育,2016(11):127-129.
[5]张学新.对分课堂:大学课堂教学改革的新探索[J].复旦教育论坛,2014,12(5):5-10.
[6]夏耘.新形势下如何上好工科专业基础课[J].上海理工大学学报(社会科学版),2013,35(1):81-84.
[7]钟志贤.传统教学设计范型批判[J].电化教育研究,2007(2):145-147.
[8]齐磊磊.系统科学、复杂性科学与复杂系统科学哲学[J].系统科学学报,2012(3):7-11.
[9]刘明秋.“对分课堂”教学模式在微生物学教学中的应用[J].微生物学通报,2016,43(4):730-734.
[10]赵庚升.上海理工大学课程中心网站网络技术基础页面[EB/OL].[2017-05-21]http:∥cc. usst. edu. cn/G2S/Template/View. aspx? action=view&course Type=0&course Id=4075.