基于OBE教学理念的《信号与系统》课程改革
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摘要
OBE教学模式秉承以学生为中心、成果导向、持续性改进的三大理念,突出学生的知识-能力-素质三维度的教学目标,提高学生培养的质量。《信号与系统》是电子电气类专业本科生的一门重要的专业课程,针对传统专业课教学重教轻学的现状,采用OBE教学理念,进行课程教学改革探究。以期望成果和能力培养为导向设计教学目标、课程改革思路,教学过程设计以及考核评价机制。课堂教学转变原来课堂以理论讲授为主的方式,重点落在明确每堂课知识和能力目标,激发学生来分析问题、解决问题,在知识学习过程中强化探究过程,引导学生有目标地学习,做到学什么,怎么学心中有数。考核评价改变以往一考定高低的现状,侧重教学过程多角度阶段性的考核,注重教学考核的反馈作用,正向激励学生学习的积极性,进一步提高教学质量。
Student-centered, results-oriented and continuous improvement concepts are three important concepts of OBE Education mode. Students' knowledge-ability-quality three-dimensional teaching objectives are made for improving teaching quality. "Signals and Systems" is an important professional course for undergraduates majoring in electrical and electronic engineering. Its traditional teaching exists the problems of attaching importance to teaching knowledge and ignoring the cultivation of students' ability. "Signals and Systems" curriculum reform based on OBE education concept is introduced. According to results-oriented requests and ability training requirements, teaching objectives, teaching process design and assessment and evaluation mechanism are established. Classroom teaching changes from the original classroombased teaching method to focusing on the knowledge and ability goals of each class, inspiring students to analyze problems and solve problems, strengthening the inquiry process in the process of knowledge learning, and guiding students to target learning. Students know what they will learn and how to learn. Assessment based on final exam results is changed. Multi-angle and staged assessment of the teaching process is applied. It pays more attention to the feedback function of teaching assessment and to positively stimulate students' enthusiasm for learning. Finally, the quality of teaching has been greatly improved.
Student-centered, results-oriented and continuous improvement concepts are three important concepts of OBE Education mode. Students' knowledge-ability-quality three-dimensional teaching objectives are made for improving teaching quality. "Signals and Systems" is an important professional course for undergraduates majoring in electrical and electronic engineering. Its traditional teaching exists the problems of attaching importance to teaching knowledge and ignoring the cultivation of students' ability. "Signals and Systems" curriculum reform based on OBE education concept is introduced. According to results-oriented requests and ability training requirements, teaching objectives, teaching process design and assessment and evaluation mechanism are established. Classroom teaching changes from the original classroombased teaching method to focusing on the knowledge and ability goals of each class, inspiring students to analyze problems and solve problems, strengthening the inquiry process in the process of knowledge learning, and guiding students to target learning. Students know what they will learn and how to learn. Assessment based on final exam results is changed. Multi-angle and staged assessment of the teaching process is applied. It pays more attention to the feedback function of teaching assessment and to positively stimulate students' enthusiasm for learning. Finally, the quality of teaching has been greatly improved.
引文
[ 1 ]李莉梅,欧阳乐军,等.基于OBE教育理念的生物工程专业教学改革探究[J].浙江工业大学学报,2016(4):452-458.
[ 2 ]季策,雷为民,付冲.基于OBE教育理念的《信号与系统》课程体系改革探索[J].教育教学论坛,2017(49):138-139.
[ 3 ]李文娟.应用型大学信号与系统课程改革探讨[J].求知导刊,2015(7):77.
[ 4 ]季策.OBE-CDIO教育理念在《信号与系统》课程教学中的探索实践[J].吉林省教育学院学报,2018(2):118-121.
[ 5 ]曹洁.基于创新能力培养的“信号与系统”课程教学改革的探究[J].科教导刊电子版,2017(18):76-76.
[ 6 ]徐新,邹炼,徐兆卓.面向创新能力培养的信号与系统教学改革[J].计算机教育,2016,253(1):52-55.
[ 7 ]齐艳,杨永辉,张颖,等.基于创新能力培养的“信号与系统”实验教学改革探究[J].课程教育研究:学法教法研究,2015(17):69-69.
[ 8 ]吕军,宁仁霞,孙剑,等.面向应用型人才培养的信号与系统课程教学改革研究[J].黄山学院学报,2017,19(5):122-125.
[ 9 ]齐艳,杨永辉,张颖,等.基于创新能力培养的“信号与系统”实验教学改革探究[J].课程教育研究:学法教法研究,2015(17):69-69.
[10]汪莉丽,章曙光.面向实践能力培养的《信号与系统》课程教学改革研究[J].韶关学院学报,2016,37(10):78-81.
[11]王颖,吴莉.浅谈信号与系统课程的教学方法[J].科技展望,2016,26(29):214.
[12]顾佩华,胡文龙,林鹏,等.基于“学习产出”(OBE)的工程教育模式[J].高等工程教育研究,2014(1):27-37.
[13]姜鸣.基于OBE的自动化专业教学改革浅谈[J].课程教育研究,2017(6):30.
[14]许淑芳.信号与系统[M].北京:清华大学出版社,2016.
[15]石秦峰.基于OBE的程序设计类课程教学改革探索[J].计算机教育,2016(3):106-110.
[ 2 ]季策,雷为民,付冲.基于OBE教育理念的《信号与系统》课程体系改革探索[J].教育教学论坛,2017(49):138-139.
[ 3 ]李文娟.应用型大学信号与系统课程改革探讨[J].求知导刊,2015(7):77.
[ 4 ]季策.OBE-CDIO教育理念在《信号与系统》课程教学中的探索实践[J].吉林省教育学院学报,2018(2):118-121.
[ 5 ]曹洁.基于创新能力培养的“信号与系统”课程教学改革的探究[J].科教导刊电子版,2017(18):76-76.
[ 6 ]徐新,邹炼,徐兆卓.面向创新能力培养的信号与系统教学改革[J].计算机教育,2016,253(1):52-55.
[ 7 ]齐艳,杨永辉,张颖,等.基于创新能力培养的“信号与系统”实验教学改革探究[J].课程教育研究:学法教法研究,2015(17):69-69.
[ 8 ]吕军,宁仁霞,孙剑,等.面向应用型人才培养的信号与系统课程教学改革研究[J].黄山学院学报,2017,19(5):122-125.
[ 9 ]齐艳,杨永辉,张颖,等.基于创新能力培养的“信号与系统”实验教学改革探究[J].课程教育研究:学法教法研究,2015(17):69-69.
[10]汪莉丽,章曙光.面向实践能力培养的《信号与系统》课程教学改革研究[J].韶关学院学报,2016,37(10):78-81.
[11]王颖,吴莉.浅谈信号与系统课程的教学方法[J].科技展望,2016,26(29):214.
[12]顾佩华,胡文龙,林鹏,等.基于“学习产出”(OBE)的工程教育模式[J].高等工程教育研究,2014(1):27-37.
[13]姜鸣.基于OBE的自动化专业教学改革浅谈[J].课程教育研究,2017(6):30.
[14]许淑芳.信号与系统[M].北京:清华大学出版社,2016.
[15]石秦峰.基于OBE的程序设计类课程教学改革探索[J].计算机教育,2016(3):106-110.