基于学习投入度的高职“自动生产线安装与调试”课程教学质量提升策略
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摘要
学习投入度作为高校人才培养质量最重要的预测变量,被广泛应用于高等教育质量评价中。学习投入度在结构上可以分为行为投入、情感投入和认知投入三种形式。分析影响高职学生"自动生产线安装与调试"课程学习投入度因素,主要包括课程综合性、实践性较强,课时不足、设备数量有限,高职学生自主学习投入较低等,建议开发应用微课资源、采用翻转课堂教学模式、加强院校资源建设支持力度以及将学习投入度评价指标引入课程评价体系等措施,提高学生学习投入度。
As the most important predictor of the quality of talent cultivation in colleges and universities, learning engagement is widely used in the quality evaluation of higher education. Learning engagement can be structurally divided into three forms: behavioral engagement, emotional engagement and cognitive engagement. This paper analyses the factors affecting the learning input of the course"Installation and Debugging of Automatic Production Line"of higher vocational school students, including the comprehensive curriculum, strong practicality, insufficient class hours, limited equipment, low self-study input of higher vocational school students, etc. It suggests developing and applying micro-course resources, adopting flipping classroom teaching mode, strengthening the support of resource construction in colleges and universities, and evaluating the learning input. Indicators are introduced into the curriculum evaluation system and other measures to improve students' learning engagement.
As the most important predictor of the quality of talent cultivation in colleges and universities, learning engagement is widely used in the quality evaluation of higher education. Learning engagement can be structurally divided into three forms: behavioral engagement, emotional engagement and cognitive engagement. This paper analyses the factors affecting the learning input of the course"Installation and Debugging of Automatic Production Line"of higher vocational school students, including the comprehensive curriculum, strong practicality, insufficient class hours, limited equipment, low self-study input of higher vocational school students, etc. It suggests developing and applying micro-course resources, adopting flipping classroom teaching mode, strengthening the support of resource construction in colleges and universities, and evaluating the learning input. Indicators are introduced into the curriculum evaluation system and other measures to improve students' learning engagement.
引文
[1]汪雅霜,汪霞.高职院校学生学习投入度及其影响因素的实证研究[J].教育研究,2017(1):77-84.
[2]孔企平.“学生投入”的概念内涵与结构[J].外国教育资料,2000(2):72-76.
[3]胡铁生.“微课”:区域教育信息资源发展新趋势[J].电化教育研究,2011(10):61-65.
[4]雷声勇,许梅艳.高职自动化生产线安装与调试课程中微课的应用探索[J].广西教育,2017(23):89-90.
[5]汪玉侠.大学课堂教学评价的新视角:学生课堂学习投入度[J].黑龙江教育,2013(12):48-49.
[2]孔企平.“学生投入”的概念内涵与结构[J].外国教育资料,2000(2):72-76.
[3]胡铁生.“微课”:区域教育信息资源发展新趋势[J].电化教育研究,2011(10):61-65.
[4]雷声勇,许梅艳.高职自动化生产线安装与调试课程中微课的应用探索[J].广西教育,2017(23):89-90.
[5]汪玉侠.大学课堂教学评价的新视角:学生课堂学习投入度[J].黑龙江教育,2013(12):48-49.