在工程教育专业认证体系下,通识课程承担着培养学生人文科学素养的重要角色。随着新工科建设的推进,通识课程的改革旨在通过模块化教学模式,提升学生的知识整合与解决复杂问题的能力。研究基于“以学生为中心、需求导向和持续改进”的...在工程教育专业认证体系下,通识课程承担着培养学生人文科学素养的重要角色。随着新工科建设的推进,通识课程的改革旨在通过模块化教学模式,提升学生的知识整合与解决复杂问题的能力。研究基于“以学生为中心、需求导向和持续改进”的教育理念,提出“课程–项目–创新”模块化教学模式。通过将通识课程与专业课程实践项目结合,设计多层级、多维度的评价机制,采用梯级模块进程式考核,并引入预警与推进机制,确保学生在课程中的持续进步。通过模块化项目驱动的教学模式,学生能够更好地将理论知识应用于实践,提升了学习兴趣和参与感。多层级评价机制有效促进了学生的批判性思维和自主学习能力,课程思政的融入增强了学生的社会责任感和价值观。Under the Engineering Education Accreditation, general education courses play a crucial role in cultivating students’ humanistic and scientific literacy. With the advancement of new engineering education initiatives, the reform of general education courses aims to enhance students’ ability to integrate knowledge and solve complex problems through modular teaching models. Based on the educational philosophy of “student-centered, demand-oriented, and continuous improvement”, this study proposes a modular teaching model of “Course-Project-Innovation”. By integrating general education courses with professional practical projects, a multi-level and multi-dimensional evaluation mechanism is designed, incorporating progressive modular assessments and early-warning systems to ensure students’ continuous progress. Through this project-driven modular teaching approach, students can better apply theoretical knowledge to practice, improving their learning interest and engagement. The multi-level evaluation mechanism effectively promotes critical thinking and self-directed learning, while the integration of ideological and political elements strengthens students’ sense of social responsibility and values.展开更多
文摘在工程教育专业认证体系下,通识课程承担着培养学生人文科学素养的重要角色。随着新工科建设的推进,通识课程的改革旨在通过模块化教学模式,提升学生的知识整合与解决复杂问题的能力。研究基于“以学生为中心、需求导向和持续改进”的教育理念,提出“课程–项目–创新”模块化教学模式。通过将通识课程与专业课程实践项目结合,设计多层级、多维度的评价机制,采用梯级模块进程式考核,并引入预警与推进机制,确保学生在课程中的持续进步。通过模块化项目驱动的教学模式,学生能够更好地将理论知识应用于实践,提升了学习兴趣和参与感。多层级评价机制有效促进了学生的批判性思维和自主学习能力,课程思政的融入增强了学生的社会责任感和价值观。Under the Engineering Education Accreditation, general education courses play a crucial role in cultivating students’ humanistic and scientific literacy. With the advancement of new engineering education initiatives, the reform of general education courses aims to enhance students’ ability to integrate knowledge and solve complex problems through modular teaching models. Based on the educational philosophy of “student-centered, demand-oriented, and continuous improvement”, this study proposes a modular teaching model of “Course-Project-Innovation”. By integrating general education courses with professional practical projects, a multi-level and multi-dimensional evaluation mechanism is designed, incorporating progressive modular assessments and early-warning systems to ensure students’ continuous progress. Through this project-driven modular teaching approach, students can better apply theoretical knowledge to practice, improving their learning interest and engagement. The multi-level evaluation mechanism effectively promotes critical thinking and self-directed learning, while the integration of ideological and political elements strengthens students’ sense of social responsibility and values.
