逻辑推理在《工程热力学》教学中的应用  

The Application of Logical Reasoning in Engineering Thermodynamics Teaching

作　　者：蒋润花[1] 尹辉斌[1] 陈佰满 黄斯珉[1] 郭晓娟[1] 

机构地区：[1]东莞理工学院能源与化工系,广东东莞523808

出　　处：《东莞理工学院学报》2015年第5期108-110,共3页Journal of Dongguan University of Technology

基　　金：2014年广东省本科高校教学质量与教学改革工程能源与动力工程战略新兴产业特色专业项目(2014-22)

摘　　要：《工程热力学》作为能源与动力工程专业的基础课程,是其他专业课程学习的必要基础,具有不可替代的作用。该课程理论性强,公式多,如果照本宣科,学生在学习过程中容易因为枯燥而丧失兴趣。本文根据课程特点,阐述逻辑推理在《工程热力学》教学中的重要作用,优化教学内容,围绕热力学第一定律和第二定律,以逻辑推理为主,结合类比法,发挥学生的主观能动性,鼓励学生多动脑、多动手,调动学生对《工程热力学》的学习兴趣。As a basic course of energy and power engineering,Engineering Thermodynamics is a necessary foundation for learning other courses,which has an irreplaceable role. The course has strong theories and a lot of formulas. If being taught from a script,students can easily feel boring and lose interest in the process of learning. According to the characteristics of the course,this paper elaborates the important role of logical reasoning in the Engineering Thermodynamics teaching,and optimized teaching content,combining logical reasoning with the analogy method based on the first and second law of thermodynamics,inspiring the initiative and enthusiasm of students.

关 键 词：工程热力学 课程特点 优化 逻辑推理 类比法 

分 类 号：G642.0[文化科学—高等教育学]