针对目前大学生结构设计竞赛对学生创新能力培养效果不显著的问题,依托产出导向(OBE)的教学设计理念,依据建构主义学习理论,提出通过竞赛对学生从专业素质培养向创新能力拓展的递进式教学目标。据此在学校范围内开展“结构设计竞赛短学...针对目前大学生结构设计竞赛对学生创新能力培养效果不显著的问题,依托产出导向(OBE)的教学设计理念,依据建构主义学习理论,提出通过竞赛对学生从专业素质培养向创新能力拓展的递进式教学目标。据此在学校范围内开展“结构设计竞赛短学期实践教学”,通过在活动中设置“材料性能分析”、“有限元建模仿真”、“模型手工制作”以及“结构加载试验”等多个环节,并制定针对学生在每项环节的引导方案以及评价机制,实现学生在资料收集整理能力、试验测试能力、数据分析能力、数值仿真能力以及手工制作能力的提高,最终实现学生科学思维能力和创新精神的培养。Considering that the effect on students’ creative abilities training by current college students’ structure design competition is not significant, based on the instructional design idea with combination of the outcome-based education (OBE), as well as constructivist learning theory, the progressive concept of students’ professional skills improvement and creative ability development was put forward. Based on this new concept, one teaching practice activity on structure design competition in short semester was carried out. During this process, reasonable guidance and evaluation scheme about students’ action and performance were put forward in several working steps, including material property analysis, simulation with finite element software, model making by hand, and structure loading test. From this, activity students’ data collection and analysis ability, test ability, and operational ability etc. were improved significantly, finally students’ scientific analysis capacity and innovation spirit were developed.展开更多
文摘针对目前大学生结构设计竞赛对学生创新能力培养效果不显著的问题,依托产出导向(OBE)的教学设计理念,依据建构主义学习理论,提出通过竞赛对学生从专业素质培养向创新能力拓展的递进式教学目标。据此在学校范围内开展“结构设计竞赛短学期实践教学”,通过在活动中设置“材料性能分析”、“有限元建模仿真”、“模型手工制作”以及“结构加载试验”等多个环节,并制定针对学生在每项环节的引导方案以及评价机制,实现学生在资料收集整理能力、试验测试能力、数据分析能力、数值仿真能力以及手工制作能力的提高,最终实现学生科学思维能力和创新精神的培养。Considering that the effect on students’ creative abilities training by current college students’ structure design competition is not significant, based on the instructional design idea with combination of the outcome-based education (OBE), as well as constructivist learning theory, the progressive concept of students’ professional skills improvement and creative ability development was put forward. Based on this new concept, one teaching practice activity on structure design competition in short semester was carried out. During this process, reasonable guidance and evaluation scheme about students’ action and performance were put forward in several working steps, including material property analysis, simulation with finite element software, model making by hand, and structure loading test. From this, activity students’ data collection and analysis ability, test ability, and operational ability etc. were improved significantly, finally students’ scientific analysis capacity and innovation spirit were developed.
