高校“三阶功能”教学平台在实践教学中的创新应用——以电源教学为例
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摘要
为了提升高校教师的实践教学能力和学生的实践创新能力,落实基于问题、基于项目的"三阶功能"实践教学方法,实现高校实践教学平台再设计及功能重构的价值导向,以适应当今高等教育对学生创新能力培养的新要求。文章以学生稳压电源实验项目教学为例,说明高校"三阶功能"教学平台在基础教学、技术应用、能力提升三阶段教学中应达到的教学目的,每阶教学平台在学生实践能力培养中有着不可替代的作用,并以学生省级电子竞赛获奖、实用新型专利获批、国家级创新项目立项及发明型专利公布等成绩,支撑了"三阶功能"教学平台在创新教学方法中的重要性与必要性。
In effort to improve teachers' abilities of practical teaching and students' abilities of practical innovation, to implement " three stages" practical teaching method based on questions and projects, to realize the value guidance of redesigning and reconstruction functions of university practical teaching platform, to adapt the new requirement of cultivating students' innovation, this paper takes voltage-stabilized source for student as an example, to illustrate the teaching objective that " three stage" teaching platform should achieve in fundamental teaching, technology application and abilities improvement these three stages. Based on the achievements of student's award of province level electrical competition, approval of innovation patent,setting up national innovation project and invention patent publishment, to support the significance and necessity of " three stages" teaching platform in innovative teaching method.
In effort to improve teachers' abilities of practical teaching and students' abilities of practical innovation, to implement " three stages" practical teaching method based on questions and projects, to realize the value guidance of redesigning and reconstruction functions of university practical teaching platform, to adapt the new requirement of cultivating students' innovation, this paper takes voltage-stabilized source for student as an example, to illustrate the teaching objective that " three stage" teaching platform should achieve in fundamental teaching, technology application and abilities improvement these three stages. Based on the achievements of student's award of province level electrical competition, approval of innovation patent,setting up national innovation project and invention patent publishment, to support the significance and necessity of " three stages" teaching platform in innovative teaching method.
引文
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[2]刘献君.创新教育理念是建设高等教育强国首要的任务[J].中国高教研究,2016,02:42-45.
[3]张应强,苏永建.高等教育质量保障:反思、批判与变革[J].教育研究,2014,05:19-27.
[4]时伟.论大学实践教学体系[J].高等教育研究,2013,07:61-64.
[5]刘献君.在实践中深化对素质教育的认识[J].高等工程教育研究,2015,06:31-42.
[6]张琼.知识运用与创新能力培养-基于创新教育理念的大学专业课程变革[J].高等教育研究,2016,03:62-67.
[7]余建潮.构建面向创新人才培养的实践教学体系[J].中国高等教育,2015,05:53-55.
[8]戴圣伟,王炎平,张居武等.导师制与大学生学习能力培养的协同创新[J].实验室研究与探索,2016,08(35):174-176.
[9]戴圣伟,王炎平,蔡胜强.思维导图融合法在模电教学中的应用研究[J].实验室研究与探索,2016,2:229-232.
[10]李辉.大学生创新能力培养中的创新实践教育平台建设[J].中国大学教学,2013,09:83-85.
[11]秦曾煌.电工学(第七版)[M].北京:高等教育出版社,2009,05.
[12]高吉祥.模拟电子线路设计[M].北京:高等教育出版社,2013,07.
[13]WuLiang,ZouZhihong,Tao Ran.Intelligent management system used for open lab[J].Computer Science&Education(ICCSE),2012,07:14-17.
[14]YiYang,ZhongyinXiao,JianCui.Virtual laboratory for optical communication engineering education[J].Technology Enhanced Education(ICTEE),2012,01:3-5.
[15]常维亚,赵莉,朱郴韦等.将创新教学纳入本科培养方案[J].中国高等教育,2016,02:50-52.