实践教学的定位及其体系构建  

Orientation and System Construction of Practical Education

作　　者：张凤华[1] 袁莉[2] 

机构地区：[1]湖南工业大学机械工程学院,湖南株洲412007 [2]湖南工业大学财经学院,湖南株洲412007

出　　处：《包装学报》2011年第2期78-82,共5页Packaging Journal

基　　金：湖南省教育厅普通高等学校教学改革研究基金资助项目(湘教通[2006]171);湖南工业大学教学改革研究基金资助重点项目(09B03);湖南工业大学教学改革基金资助一般项目(09E02)

摘　　要：我国高等教育培养的人才实践能力差已是不争的事实。对实践教学定位或对实践教学与理论教学关系理解的偏差,严重制约着实践教学质量的提高。实践教学与理论教学的关系应该是"共同目标,共同平台,相互支撑,相互渗透,相互转化"的关系。基于此认识,提出了构建实践教学体系的原则。以工科为例构建的实践教学内容体系,充分体现了实践教学与理论教学的正确关系,遵循实践认知规律,明确了以专业现代技术应用与开发为主线贯穿实践教学体系的始终,采取了分阶段、分层次逐步深化的体系结构。提出的实践教学大纲制定原则体现了对实践教学定位的认识和体系的要求。The fact of poor practical ability of graduates educated by higher education in China is almost inarguable. The deviated comprehension about the practical education orientation or the relationship between practical teaching and theory teaching seriously restricted the improvement of practical teaching quality. The relationship is supposed to be ＂common aim,common platform,mutual support,mutual penetration and mutual inversion.＂ In view of this understanding,the principle of constructing the practical education system was put forward. To take engineering faculty as example,the practical teaching content system was constructed,which fully materialized the correct relationship between practical teaching and theory teaching. To adhere to the rule of practical cognition,the system has definitely a principal line with applying and developing modern profession technology through all processes of practical education system,and has a framework of multiple stages and gradations. The standard drafting principles for practical syllabus incarnated the knowledge of practical education orientation and the system requirements.

关 键 词：实践教学定位 实践教学体系 实践教学 理论教学 构建 

分 类 号：G640[文化科学—高等教育学]