海洋科学专业学生自主能动性的调动——以大气海洋相互作用学课程为例
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摘要
本文着重针对本科生在学习过程中存在的应试性问题,尝试通过分层次教学、实际应用、多样化、丰富实验与野外实习、科研与教学结合等调动学生的主观能动性,并通过加强专业英语的学习,促进学生能动性的发挥。这有利于学生巩固所学知识,为其走向工作或科研岗位打下坚实基础,同时也有助于教师完善课程建设,提高教学质量。
To overcome the exam-oriented education for undergraduate students,we try to excite the students' initiative in the way of level-teaching,practical application,diversification methods,experiments and field work,combination of research and teaching,and enhancing the professional English.It will be helpful for students to establish their knowledge,and to be adapted to the future work.It also helps teachers to improve the course constructions and the quality of teaching.
To overcome the exam-oriented education for undergraduate students,we try to excite the students' initiative in the way of level-teaching,practical application,diversification methods,experiments and field work,combination of research and teaching,and enhancing the professional English.It will be helpful for students to establish their knowledge,and to be adapted to the future work.It also helps teachers to improve the course constructions and the quality of teaching.
引文
[1]吴润,李书黎.高校专业课的主动性教学方法[J].中国冶金教育,2010,(4):17-19.
[2]刘玉申,杨希峰.激发学生学习主观能动性的几点建议——以大学物理教学为例[J].中国电力教育,2010,(34):100-101.
[3]陈省平,等.分层次、多学科海洋科学实验教学体系的实践与探索[J].实验室研究与探索,2015,24(12):185-188.
[2]刘玉申,杨希峰.激发学生学习主观能动性的几点建议——以大学物理教学为例[J].中国电力教育,2010,(34):100-101.
[3]陈省平,等.分层次、多学科海洋科学实验教学体系的实践与探索[J].实验室研究与探索,2015,24(12):185-188.