摘要
在“新工科”教育要求的推动下,专业基础课程混合式教学模式得到了广泛应用,但线上互动性差、线下参与度不强等问题显著地影响其可持续发展.本文结合工科专业基础课程的特点,提出了“4+3+1”线上线下混合式教学模式,构建了教学内容、教学方法、教学实施及教学评价.通过“热工基础及流体力学”课程的教学实施,发现大约92%的学生认为该教学模式能够促进知识的深入学习和技能的熟练掌握,提高了自主学习能力和分析能力,有效地激发了学生的学习动机和兴趣.
The blended teaching model in specialized basic courses has been widely used in recent years under the background of “internet +” and new engineering. However, the online bad interactivity and offline low participation significantly influenced on its sustainable development. In this work, the learning pyramid theory, information processing theory, and cognitive load theory are analyzed to reveal the main constraint of average retention rate of learning, learning initiative and cognitive load, and to propose the measures of improving students’ learning quality. “4+3+1” online and offline blended teaching model of specialized basic courses for engineering students is suggested according to CDIO educational ideas and OBE teaching mode. The teaching contents, teaching methods, teaching implementation and teaching evaluation are structured. Then, they are applied in course of Fundementals of Thermal and Fluid Mechanics. The practice showed that 92% of students thought that this blended teaching model could improve their learning initiative and help them to effectively control their learning process. At the same time, it also may help students to develop a good habit and attitude of learning, gain a sense of achievement, and enhance self-confidence in order to improve the average retention rate of learning. This research provides also a reference for theory teaching in specialized basic courses.
作者
张健平
ZHANG Jian-ping(School of Manufacturing Science and Engineering,Key Laboratory of Testing Technology for Manufacturing Process,Ministry of Education,Southwest University of Science and Technology,Mianyang,Sichuan 621010,China)
出处
《大学物理》
2022年第4期32-38,43,共8页
College Physics
基金
教育部在线教育研究基金(2016YB163)
西南科技大学教改项目(17xnsu19)资助。
关键词
互联网
新工科
专业基础课程
混合式教学模式
internet
new engineering
specialized basic courses
blended teaching model
