道路勘测设计实践环节分组机制和考核方法
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摘要
道路勘测设计等工程学科课程的实践环节常采用小组合作学习的形式。针对小组合作学习中由分组机制和考核方法不合理引起的学生学习主动性不足的问题,在两个班级的前后两次小组作业中分别采用原有的和改进的分组机制和考核方法,采用事前事后对比法研究不同方法的实施效果。结果表明,改进的分组机制和考核方法能够调动大部分学生的学习主动性,分组机制和考核方法对占学生总数2/3的中等生产生的影响最大。
Learning in small groups is a common teaching method in practicum in engineering disciplines courses such as Road Survey and Design. Addressing the passive learning among undergraduate students caused by the improper grouping and evaluation methods, we employed the original and improved grouping and evaluation methods in two group assignments for two classes. And then, we applied the before-and-after method to study the effectiveness of these two grouping and evaluation methods. The result shows that the improved grouping and evaluation methods can motivate more students than the original one. Moreover, the grouping and evaluation methods have the greatest impact on the secondary students who account for about 2/3 of the total students.
Learning in small groups is a common teaching method in practicum in engineering disciplines courses such as Road Survey and Design. Addressing the passive learning among undergraduate students caused by the improper grouping and evaluation methods, we employed the original and improved grouping and evaluation methods in two group assignments for two classes. And then, we applied the before-and-after method to study the effectiveness of these two grouping and evaluation methods. The result shows that the improved grouping and evaluation methods can motivate more students than the original one. Moreover, the grouping and evaluation methods have the greatest impact on the secondary students who account for about 2/3 of the total students.
引文
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[15]董岩,李淑霞,周涛,等.PBL中增加TBL教学法在肿瘤专业研究生教学中的应用[J].大连医科大学学报,2015(1):81-84
[16]Biggs J.What the Student Does:Teaching for Enhanced Learning[J].Higher Education Research&Development,1999,18(1):57-75
[2]国家中长期教育改革和发展规划纲要:2010~2020年[Z]北京:人民出版社,2010
[3]张兴福,魏德宏,余旭,等.工程测量实习教学模式改革与实践[J].测绘通报,2016(9):137-142
[4]白成军,吴葱,张海伶.本科非测绘专业测量实习科研化教学改革的研究与实践[J].测绘通报,2012,421(4):107-110
[5]夏冬君,王世成.测量学课程教学方法与考核方式的改革研究与实践[J].测绘通报,2012,426(9):106-108
[6]神惠子.小组合作学习模式中的教师角色与学习评价[J].中国大学教学,2016(2):94-96
[7]吴长清,张胜利,王丽.应用型本科非测绘专业工程测量实践教学改革研究与实践[J].科技展望,2015(21):188
[8]沈照庆,王和平,张富强.高等学校道路勘测设计实习改革探索与实践[J].地理空间信息,2014(4):170-171
[9]赵红蕊.研究型大学非测绘专业“测量学”教学模式研究[J].测绘通报,2010(4):76-78
[10]冯浩文.大学课外小组合作学习的博弈论分析[J].教育教学论坛,2013,118(37):10-11
[11]Mckinnon D H,Nolan C J P,Sinclair K E.A Longitudinal Study of Student Attitudes Toward Computers[J].Journal of Research on Computing in Education,2000,32(3):325-335
[12]Smits P B A,Verbeek J,De Buisonje C D.Problem Based Learning in Continuing Medical Education:A review of Controlled Evaluation Studies[J].BMJ,2002,324(7 330):153-156
[13]Murray I,Savin-Baden M.Staff Development in Problem-based Learning[J].Teaching in Higher Education,2000,5(1):107-126
[14]Plucker J,Nowak J.How to Use Problem-Based Learning in the Classroom/Problems as Possibilities:Problem-based Learning for K-12 Education[J].Roeper Review,1999,22(1):69
[15]董岩,李淑霞,周涛,等.PBL中增加TBL教学法在肿瘤专业研究生教学中的应用[J].大连医科大学学报,2015(1):81-84
[16]Biggs J.What the Student Does:Teaching for Enhanced Learning[J].Higher Education Research&Development,1999,18(1):57-75