基于学科思维导图的结构力学教学研究
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摘要
结构力学是土木工程专业一门重要的专业基础课,具有知识点多、实践性强、方法灵活、哲理丰富和趣味性浓等特点,如何快速有效地让学生掌握相应的知识点和提高其力学分析问题的能力是课程教学的重点和难点。文章将学科思维导图应用于结构力学课程教学的课前导学、课堂讲授与课后复习环节中,探索与研究在结构力学教学中运用学科思维导图,提高课堂教学的效果,推动结构力学的教学改革,适应新时代工程教育认证对工科学生提出的具备解决复杂工程问题的能力要求。
Structural mechanics is an important basic course of civil engineering majors. It has the characteristics of many knowledge points, strong practicality, flexible methods, rich philosophy and strong interest, etc. How to get students to master the corresponding knowledge and improve their mechanical analysis problems quickly and effectively is the focus and difficulty of curriculum teaching. In this paper, the Discipline Mind Map is applied to the leading science, classroom teaching and post-course review of the teaching of structural mechanics course, explored and studied the use of Discipline Mind Map in the teaching of structural mechanics,improve the effect of classroom teaching, promote the teaching reform of structural mechanics, adapt to the new era of engineering education certification for engineering students to have the ability to solve complex engineering problems.
Structural mechanics is an important basic course of civil engineering majors. It has the characteristics of many knowledge points, strong practicality, flexible methods, rich philosophy and strong interest, etc. How to get students to master the corresponding knowledge and improve their mechanical analysis problems quickly and effectively is the focus and difficulty of curriculum teaching. In this paper, the Discipline Mind Map is applied to the leading science, classroom teaching and post-course review of the teaching of structural mechanics course, explored and studied the use of Discipline Mind Map in the teaching of structural mechanics,improve the effect of classroom teaching, promote the teaching reform of structural mechanics, adapt to the new era of engineering education certification for engineering students to have the ability to solve complex engineering problems.
引文
[1]鸿雁.思维导图[M].长春:吉林文史出版社,2017.
[2]朱慈勉.结构力学[M].北京:高等教育出版社,2004.
[3]周海龙,李平,李昊,等.哲学观点在结构力学课程教学中的应用[J].高等建筑教育,2017,26(4):72-74.
[4]单建.趣味结构力学[M].2版.北京:高等教育出版社,2015.
[5]中国工程教育认证协会.工程教育认证标准-通用标准[S/OL].中国工程教育认证协会官网.http://cn.ceeaa. org.cn,2017.
[6]杨佳洁,周海龙.基于学科教学的概念图与思维导图辨析[J].教学与管理,2018(3):77-79.
[7]张海森.2001-2010年中外思维导图教育应用研究综述[J].中国电化教育,2011(8):120-124.
[8]梁颖晶,燕乐纬,张永山,等.思维导图在专业基础课程建筑力学中的应用[J].教育教学论坛,2017(37):193-195.
[9]林书扬.为什么要给思维导图“转基因”———浅谈“学科思维导图”与“思维导图”[J].中国信息技术教育,2015(18):80-81.
[10]李淑凤,李雪春,郑殊,等.学科思维导图与物理知识网络的构建[J].物理与工程,2018(S1):8-15.
[11]汪子君,任玉琢,梁伟.学科思维导图在模拟电路基础中的应用[J].实验科学与技术,2018,16(1):51-52.
[2]朱慈勉.结构力学[M].北京:高等教育出版社,2004.
[3]周海龙,李平,李昊,等.哲学观点在结构力学课程教学中的应用[J].高等建筑教育,2017,26(4):72-74.
[4]单建.趣味结构力学[M].2版.北京:高等教育出版社,2015.
[5]中国工程教育认证协会.工程教育认证标准-通用标准[S/OL].中国工程教育认证协会官网.http://cn.ceeaa. org.cn,2017.
[6]杨佳洁,周海龙.基于学科教学的概念图与思维导图辨析[J].教学与管理,2018(3):77-79.
[7]张海森.2001-2010年中外思维导图教育应用研究综述[J].中国电化教育,2011(8):120-124.
[8]梁颖晶,燕乐纬,张永山,等.思维导图在专业基础课程建筑力学中的应用[J].教育教学论坛,2017(37):193-195.
[9]林书扬.为什么要给思维导图“转基因”———浅谈“学科思维导图”与“思维导图”[J].中国信息技术教育,2015(18):80-81.
[10]李淑凤,李雪春,郑殊,等.学科思维导图与物理知识网络的构建[J].物理与工程,2018(S1):8-15.
[11]汪子君,任玉琢,梁伟.学科思维导图在模拟电路基础中的应用[J].实验科学与技术,2018,16(1):51-52.