基于实践性项目的高校实验教学建设研究
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摘要
现行实验教学存在内容陈旧、方法单一、过程管理难、效果欠佳等不足。将实践性教学内容项目化,以项目为主线串联各课程知识点,可以形成集验证性、综合性、设计性实验为一体的实验教学体系。这种实验教学模式,以实际项目为背景,课程知识点为基础,培养学生实践能力为重点,融合多种教学方法,使学生更易掌握知识并提高解决实际问题的能力,使高校更好地满足社会对应用型人才的需求。
Experimental teaching is an important part of talent training in application-oriented university. In the current experimental teaching, there are shortcomings such as outdated content, single teaching method, difficult process management and poor results. This paper took the projects as the main line and connected the knowledge points of each course to form a set of verifiable and comprehensive experimental teaching mode based on projects. The model was based on the actual project, curriculum knowledge,students' practical ability training, and integrated various teaching methods. It made the experiment closely combined with the project practice, made students easier to grasp knowledge and solved practical problems, improved students' project practical ability, and better met the demand for talents in the society.
Experimental teaching is an important part of talent training in application-oriented university. In the current experimental teaching, there are shortcomings such as outdated content, single teaching method, difficult process management and poor results. This paper took the projects as the main line and connected the knowledge points of each course to form a set of verifiable and comprehensive experimental teaching mode based on projects. The model was based on the actual project, curriculum knowledge,students' practical ability training, and integrated various teaching methods. It made the experiment closely combined with the project practice, made students easier to grasp knowledge and solved practical problems, improved students' project practical ability, and better met the demand for talents in the society.
引文
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[12]王鲁云,等.实验课教学过程管理模式的改革与实践[J].实验技术与管理,2013(6):102-117.
[13]赵明刚.美国高校的实践教学模式评析[J].教育评论,2011(1):156-158.
[14]杨九民,邵明杰,黄磊.基于微视频资源的翻转课堂在实验教学中的应用研究—以“现代教育技术”实验课程为例[J].现代教育技术,2013(10):36-40.
[2]戚业国.我国大学创新人才培养的实践反思[J].中国高等教育,2012(9):35-37.
[3]陈立万,等.强实践促能力造就社会需要的应用型人才[J].实验室研究与探索,2016(3):173-176.
[4]张忠福.建立以能力培养为中心的实践教学体系[J].实验技术与管理,2011(2):11-14.
[5]陈小虎.新型应用型本科院校改革发展中的十大困惑与思考[J].中国大学教学,2014(7):11-20.
[6]赵良庆,蔡敬民.应用型本科院校实践教学体系的思考和探索[J].中国大学教学,2011(4):163-166.
[7]郭尚义.国内外大学实验教学的比较与分析[J].高等教育,2011(11):73-75.
[8]王丽梅.基于创新性应用型人才培养的实验教学方法研究[J].实验技术与管理,2014(1):19-21.
[8]孙金栋,冯萃敏.工程实践能力培养模式的研究[J].实验技术与管理, 2010(3):194-198.
[9]赵晓丹,等.构建以培养创新型科技人才的实践教学体系[J].实验室研究与探索,2015(11):206-209.
[10]余建潮.依托实验教学示范中心加强学生实验能力的培养[J].实验技术与管理,2013(3):117-129.
[11]王勇.麻省理工学院模拟电路实验课程分析与研究[J].实验室研究与探索,2012(7):155-157.
[12]王鲁云,等.实验课教学过程管理模式的改革与实践[J].实验技术与管理,2013(6):102-117.
[13]赵明刚.美国高校的实践教学模式评析[J].教育评论,2011(1):156-158.
[14]杨九民,邵明杰,黄磊.基于微视频资源的翻转课堂在实验教学中的应用研究—以“现代教育技术”实验课程为例[J].现代教育技术,2013(10):36-40.