多因素协同反馈式教学模型的构建与实践——基于“构思、设计、实现、运作”工程教育理念  

The Construction and Practice of Multi-factor Collaborative Feedback Teaching Model under the Guidance of “Conceive,Design,Implement,Operate”

作　　者：李守军[1,2] 马小平[2] 邱义臻[1] 

机构地区：[1]宿迁学院机电工程学院 [2]中国矿业大学信息与电气工程学院

出　　处：《煤炭高等教育》2016年第2期98-102,共5页Meitan Higher Education

基　　金：国家自然科学基金项目"基于种群-虚拟物理力的多自主移动机器人主动嗅觉化学源定位策略研究"(61303183);江苏高校品牌专业建设工程资助项目"机械设计制造及其自动化"(PPZY2015C252);宿迁学院教学改革项目"机电一体化系统设计教学评价方法改革"(2014kg23);宿迁学院科研基金"冷库全自动智能监控研究"(17)

摘　　要：多因素协同反馈式教学模型是在"构思、设计、实现、运作"工程教育理念的指导下开展的教学探索,对于提高教学质量、培育教学模式具有重要意义。以"机电一体化系统设计"课程为例,多因素协同反馈式教学模型可以指导教学改革,具体来说,关注理论教学的目标驱动机制,实践教学的任务驱动机制,网络教学的动力驱动机制,以及教学成绩的过程评价机制。经过3年教学实践,论证了模型各因素的协同作用机制并验证了模型的有效性。Multi-factor collaborative feedback teaching model, a teaching exploration based on the idea of ＂Conceive, Design, Implement, Operate＂ engineering education, has a great signifi- cance in improving the quality of teaching and cultivating teaching mode. Using the course of ＂Mechatronics System Design＂ as an example, the multi-factor collaborative feedbackteaching model can guide teaching reformation. Specifically, the new teaching model is conducive to build the target-driven mechanism for theoretical teaching, the task-driven mechanism for prac- tical teaching, the power-driven mechanism for network teaching, and the process evaluation mechanism for teaching achievement. After three years teaching practice, the collaborative function mechanism of various factors and the effectiveness of the model have been verified.

关 键 词：“构思、设计、实现、运作” 多因素协同 反馈教学 教学模型 工程教育 

分 类 号：G642[文化科学—高等教育学]