电工电子学教学改革的探索与实践——论四段式教学模式  

Exploration and Practice of the Teaching Reform in Electrical and Electronic Engineering: Four Stages of Teaching Mode

作　　者：周美丽[1] 刘生春[1] 贾培军[1] 

机构地区：[1]延安大学物理与电子信息学院,延安716000

出　　处：《价值工程》2011年第19期247-248,共2页Value Engineering

基　　金：延安大学校级重点学科<信号与信息处理>资助;项目审批于2008年

摘　　要：本文提出了关于电工学实行"四段式"教学模式的设想。四段式教学是指:感性认识阶段、理论教学阶段、实践教学阶段、综合提高阶段。通过这种四段式教学体系的初步实践及教学效果的反馈,深刻体会到这种教学模式能够进一步开发学生的创造性思维,培养学生的动手能力,引导学生培养自学能力。让学生在学习理论知识前学会提出问题,在学习理论知识后学会发现新问题,从而能够通过自学不断的将新知识填充到自己的知识框架中,这样学生就掌握了科学研究的基本方法(提出问题-解决问题-提出新问题),具备了很强的适应能力和可持续发展的能力,将终身受益。The idea of the four stages oi teaching mode about electrotechnics is put lorward m this paper. Four stages of teacmng mode include： perceptual stage, theoretical teaching stage, practice teaching stage, comprehensive improve stage. Through the four stages preliminary practice teaching system and teaching effect feedback, we realized profoundly that the teaching mode can further develop students＇ creative thinking, raises student＇s aetivive ability, and to guide the students to cultivate self-educated abilities, such as the students can raise a questions before learning theory knowledge, and to discover new problems latter, which can fill the new knowledge to own knowledge framework by self-study constantly. Such student can master the basic scientific research methods （raise questions-solve problems-raise new issues）, has the strung adaptive ability and the ability of sustainable development, which will benefit for all their life.

关 键 词：教学改革 电工电子学 教学模式 教学效果 

分 类 号：G42[文化科学—课程与教学论]