《工程热力学》的分层次立体化教学初探  

Preliminary Study of Stratified Stereoscopic Teaching of Engineering Thermodynamics

作　　者：辛成运[1] 

机构地区：[1]中国矿业大学电力学院,徐州221116

出　　处：《价值工程》2016年第4期154-156,共3页Value Engineering

基　　金：中国矿业大学2015年研究生教改项目资助

摘　　要：分层次教学面向全体学生,承认学生差异,根据学生学习基础的不同和学习能力的差异,更重要的是学习目标的不同,制定不同的教学计划,实施不同层次的教学。立体式教学模式在很大程度上能够激发学生的学习兴趣,培养其独立思考问题、分析问题与解决问题的能力。本文根据笔者自己的教学实践提出了针对《工程热力学》的分层次立体式教学方法,该教学方法通过立体地编织知识网络,阐释零星知识点之间的内在联系,并将课本理论联系到实际中去来激发学生的学习兴趣。同时将听课对象人为的划分为三类,即:基础型、扩展型和拔高型,分别针对三类学生因材施教,并充分利用三类学生各自的爱好和兴趣来活跃课堂气氛,激发各类学生的学习兴趣,提高学生学习的主观能动性,以全面提高整体学习效果。采用分层次立体教学方法针对两个班的《工程热力学》进行了教学实践取得了良好的教学效果,80分以上学生占89.5%,并且没有低于70分的学生。Teaching plans for all students should be made according to their differences in learning ability and learning foundation, especially in learning objective in the process of stratified teaching. Stereoscopic teaching patterns can largely stimulate students＇ learning interests and train their abilities in independent thinking, analyzing problems and solving problems. Based on the teaching practice of the author, this paper proposes the stratified stereoscopic teaching method for engineering thermodynamics. This method can reveal the internal relationship among the scattered knowledge points, weave stratified knowledge network and link theory with practice, which can stimulate students＇ learning interest. All the students can be divided into three classes： basic type, extended type and high type, who can be taught in accordance of their aptitude. To mobilize and inspire different types of students＇ interest will make the classroom atmosphere active and improve the overall learning effect. And good effects that all the students got greater than 70 and 89.5% of all the students greater than 80 have been obtained in the teaching practice of this method.

关 键 词：分层次 立体化 工程热力学 

分 类 号：G642[文化科学—高等教育学]