摘要
根据知识延伸层次和顺序,本科土木工程专业主干课程设置毫无例外地出现3个阶段.与此同时,学生在认知心理和思想情绪上也常经历3个过程.高校教育应协调安排思想引导与课程教学工作,分阶段强化能力培养,关注课程内在规律和学生思维惯性,帮助学生适应不同课程阶段的学习,顺利跨越3个教育阶段.
According to the level and order of knowledge extension, the main courses of undergraduate civil engineering appear without exception several stages. At the same time, students often go through a few processes of the cognitive psychology and emotional ideology. College education should coordinate the arrangement between ideology guidance and course teaching. The capacity-building should be strengthened at different stages. The inherent rule of courses and the inertia thought of students should be concerned. With these measures, students would be able to adapt to various stages of courses and to surpass several education steps smoothly.
出处
《合肥学院学报（自然科学版）》
2009年第2期77-79,共3页
Journal of Hefei University :Natural Sciences
基金
全国高等学校教学研究中心"十一五"国家课题(FIB070335-A9-10)基金资助
关键词
土木工程
课程设置
教育阶段
学习能力
应用能力
civil engineering
curriculum
education step
ability of learning
ability of application
