土木工程专业硕士研究生案例教学研究
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摘要
探讨了案例教学在《建筑业新技术与工法案例》课程中的应用,比较了案例教学与传统教学两种方法的差异性。为此,课题组编写了7个涉及建筑业新技术的教学案例,其中以直接工程为基础编写了4个案例,以间接工程资料为基础编写了3个案例。采用t检验分析比较了两种方法分别培养下的20个研究生的成绩构成情况,结果表明:土木工程专业硕士研究生在这两种不同教学方式培养下,课程期末试卷的各部分分数均具有统计学意义(P<0.05),如试卷总分、简答题、名词解释、案例分析题等。采用案例教学方法所教授的研究生学习主动性较强,教学气氛较浓,学生对课程的评价度较高,教学效果较好。
This paper aims to explore the application of case teaching in the course of New Technology and Construction Cases in Construction Industry, and compare the differences between the two methods of case teaching and traditional teaching. For this reason, the research team has written seven teaching cases involving new technologies in the construction industry, including four cases based on direct engineering and three cases based on indirect engineering data.The t-test was used to compare the scores of the 20 graduate students under the two methods. The results showed that under the education of two different teaching methods, the total score of the test paper, short answer questions, noun explanations and case analysis questions of the graduate students were statistically significant(P<0.05). The postgraduate study taught by the case teaching method has strong initiative and strong teaching atmosphere. The students have higher evaluation of the course and the teaching effect is better.
This paper aims to explore the application of case teaching in the course of New Technology and Construction Cases in Construction Industry, and compare the differences between the two methods of case teaching and traditional teaching. For this reason, the research team has written seven teaching cases involving new technologies in the construction industry, including four cases based on direct engineering and three cases based on indirect engineering data.The t-test was used to compare the scores of the 20 graduate students under the two methods. The results showed that under the education of two different teaching methods, the total score of the test paper, short answer questions, noun explanations and case analysis questions of the graduate students were statistically significant(P<0.05). The postgraduate study taught by the case teaching method has strong initiative and strong teaching atmosphere. The students have higher evaluation of the course and the teaching effect is better.
引文
[1]教育部,国家发展改革委,财政部.关于深化研究生教育改革的意见[Z].教研[2013]1号,2013,03,29.
[2]教育部.关于加强专业学位研究生案例教学和联合培养基地建设的意见[Z].教研[2015]1号,2015,05,7.
[3]王应密,张乐平.全日制工程硕士案例教学资源库建设探析[J].高等工程教育研究,2013(4):166～171.
[4]郭俊辉,曹旭华,王富忠.案例教学效果的最优模型探索[J].高等工程教育研究,2010(3):140～144.
[5]刘芳,钟纯.基于校企合作模式的案例库建设和案例教学研究[J].高等工程教育研究,2011(3):152～156.
[6]李太平,戴迎峰,黄富琨.案例教学困境及其超越的文化思考[J].高等工程教育研究,2017(4):165～168,191.
[2]教育部.关于加强专业学位研究生案例教学和联合培养基地建设的意见[Z].教研[2015]1号,2015,05,7.
[3]王应密,张乐平.全日制工程硕士案例教学资源库建设探析[J].高等工程教育研究,2013(4):166～171.
[4]郭俊辉,曹旭华,王富忠.案例教学效果的最优模型探索[J].高等工程教育研究,2010(3):140～144.
[5]刘芳,钟纯.基于校企合作模式的案例库建设和案例教学研究[J].高等工程教育研究,2011(3):152～156.
[6]李太平,戴迎峰,黄富琨.案例教学困境及其超越的文化思考[J].高等工程教育研究,2017(4):165～168,191.