成果导向教育理念在电工电子实验教学中的实践探索
【摘 要】本文以工程教育专业认证为背景,将成果导向理念应用到实验教学当中,探索以学生为中心,将教学实施进程的过程化管理和对学生采用过程化考核的方式,结合有限时间的课堂教学和大量的课余开放实验,从而培养学生的工程意识,发展其解决实际问题并在跨领域开展研究的能力。
【关键词】成果导向教育;工程教育专业认证;电工电子实验教学;过程化管理和考核;分层化
中图分类号: G642.423 文献标识码: A 文章编号: 2095-2457(2018)20-0129-002
DOI:10.19694/j.cnki.issn2095-2457.2018.20.056
【Abstract】In the background of the Higher Engineering Education Accreditation in our country, we propose to apply the OBE (Outcome Based Education) theory into the experimental teachings. The teaching process is taking the student as center, and carried out by using the process management of teaching and evaluation, accompanied with limited time in classroom teaching and quantity of opening labs. The mainly goal of above is to training the engineering consciousness of students, to obtain the solving engineering problem abilities and being capable of doing research in cross-fertilizations.
【Key words】Outcome Based Education; Higher Engineering Education Accreditation; Experimental Teaching of Electrotechnics and Electronics; Process management of teaching and evaluation; Stratification
0 前言
成果导向教育(Outcome Based Education,简称 OBE,亦称作能力导向教育、目标导向教育或需求导向教育)是一种先进的教育理念,于 1981 年由 Spady 等人提出,之后便很快得到了人们的重视与认可,并已成为美国、英国、加拿大等国家教育改革的主流理念。OBE理念强调,教师进行教学设计和实施教学的目标是学生通过教育过程最后所取得的学习成果(Learning outcomes),其关键在于树立以学生为中心的教育理念,并将其落实在专业培养方案的制定和实施、人才培养模式改革以及教育教学资源建设的全过程之中[1]。我国自2006年开始开展工程教育专业认证的试点工作以来,一贯秉承OBE理念为专业...
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