水力学教学模式改革的探索
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摘要
本文从"以本为本"出发,结合本校办学定位,以重应用培养为目标,增加应用教学比例,提出了实验教学的多极化模式。同时调整课堂教学环节的顺序和教学手段,将课堂教学与微课、在线开放课程等形式的教学视频结合。应用发现该模式能更有效的提高学生课堂听课效率、实验参与度以及课后主动学习、积极思考的主观能动性。
Combining the location of school-running and focusing on application culture, the teaching model increases the proportion of applied teaching, proposes experimental teaching multi-polarization model and adjusts the order and teaching methods of classroom teaching, which combine classroom teaching with video in the form of micro-courses, online open courses. It is found that the model can improve the efficiency of student attendance, experimental participation and the initiative of learning and positive thinking after class.
Combining the location of school-running and focusing on application culture, the teaching model increases the proportion of applied teaching, proposes experimental teaching multi-polarization model and adjusts the order and teaching methods of classroom teaching, which combine classroom teaching with video in the form of micro-courses, online open courses. It is found that the model can improve the efficiency of student attendance, experimental participation and the initiative of learning and positive thinking after class.
引文
[1]吴持恭.水力学与山区河流开发保护国家重点实验室(四川大学).水力学(第五版)[M].北京:高等教育出版社,2016.
[2]龙北生,吕萍,高金花,等.应用型本科水力学课程建设与改革实践[J].长春工程学院学报:社会科学版,2012,13(2):99-103.
[3]张新燕,吕宏兴.PBL教学模式在水力学综合性实验教学中的应用探讨[J].长春工程学院学报:社会科学版,2013,14(3):136-138.
[2]龙北生,吕萍,高金花,等.应用型本科水力学课程建设与改革实践[J].长春工程学院学报:社会科学版,2012,13(2):99-103.
[3]张新燕,吕宏兴.PBL教学模式在水力学综合性实验教学中的应用探讨[J].长春工程学院学报:社会科学版,2013,14(3):136-138.