基于TRIZ发明原理的课堂教学设计  

Classroom Teaching Design Based on TRIZ Inventive Principles

作　　者：赵慧君[1] 张中杰 郑瑾[1] 陈守辉[1] 张文丽 贾少培 侯婧 ZHAO Huijun;ZHANG Zhongjie;ZHENG Jin;CHEN Shouhui;ZHANG Wenli;JIA Shaopei;HOU Jing(Zhongyuan University of Technology,Zhenzhou Henan,451191,China;Henan Institute of Metrology,Zhenzhou Henan,450000,China)

机构地区：[1]中原工学院,河南郑州451191 [2]河南省计量科学院研究院,河南郑州450000

出　　处：《创新创业理论研究与实践》2022年第21期150-152,156,共4页The Theory and Practice of Innovation and Enterpreneurship

基　　金：中国纺织工业联合会,基于TRIZ理论的专创融合人才培养模式实践与探索;中原工学院,发明问题解决理论在《创新创业训练》中的应用——以材料科学与工程专业为例

摘　　要：将TRIZ理论40个发明原理中的“1分割”“10预操作”“13反向作用”“15动态特性”“18机械振动”“21减少有害作用的时间”“22变害为利”“23反馈”等应用到大学生课堂教学设计中,用TRIZ思维进行课堂教学实践,探索变安静为活泼、变听众为主角、变被动为主动、变个体为协作的课堂教学模式,提升大学生在课堂上的参与意识、主动意识、创新意识,为课堂教学改革与实践提供了新的思路和借鉴。"1 Division","10 pre operation","13 reverse action","15 dynamic characteristics","18 mechanical vibration","21 time to reduce harmful effects","22 turning harm into benefit"and"23 feedback"among the 40inventive principles of TRIZ theory are applied to the classroom teaching design of college students,carry out classroom teaching practice with TRIZ thinking.TRIZ thinking is used for classroom teaching practice to explore how to turn quiet into lively,audience into protagonist,passive into active,and individual into cooperation.The classroom teaching mode improves college students’awareness of participation,initiative and innovation in the classroom,which provides new ideas and reference for classroom teaching reform and practice.

关 键 词：发明原理 课堂教学设计 创新意识 

分 类 号：G642[文化科学—高等教育学]