TRIZ理论视域下的通用技术课程创新  

General Technology Curriculum Innovation from the Perspective of TRIZ Theory

作　　者：王建虎[1] 闫宏玉 张慧丽[3] WANG Jian-hu YAN Hong-yu ZHANG Hui-li(College of Educational Science,XinJiang Normal University, Urumqi,Xinjiang, 830054, China The Science and Technology Talent Development Center of Xinjiang , Urumqi ,Xinjiang , 830011, China Changji University of Xinjiang ,Department of Physics Changji , Changji ,Xinjiang , 831100, China)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830054 [2]新疆维吾尔自治区科技人才开发中心,新疆乌鲁木齐830011 [3]新疆昌吉学院物理系,新疆昌吉831100

出　　处：《新疆师范大学学报（自然科学版）》2016年第3期44-52,2,共9页Journal of Xinjiang Normal University(Natural Sciences Edition)

基　　金：2015年度教育部人文社会科学研究项目(新疆南疆少数民族中学生科学素养调查研究15XJJC880002);2015年度教育部人文社会科学研究专项任务项目(工程科技人才培养研究)一般项目(15JDGC022)

摘　　要：作为一门技术创新理论体系,TRIZ理论被认为是19世纪最伟大的发明,并随着其强大的生命力备受创新者的追随,其内涵和外延也在不断扩大。通用技术课程着力于提高学生的技术素养、注重学生创造潜能的开发、加强学生实践能力的培养等课程理念与TRIZ的教育价值相吻合。通过对通用技术课程进行创新理论视角分析发现,创新理论可为通用技术课程提供亟需的理论滋养与指导。As a theoretical system of technological innovation, TRIZ theory is considered to be the greatest invention in nineteenth Century, and with its strong vitality, which has been followed by the innovator, its connotation and extension are also expanding. General technical courses focus on improving students＇ technical quality, paying attention to the development of students＇ creative potential, strengthening students＇ practical ability training, and so on. Through the analysis of the general technology curriculum innovation theory perspective, it is found that the innovation theory can provide the theory and guidance for the general technical curriculum.

关 键 词：TRIZ 通用技术 创新 

分 类 号：G710[文化科学—职业技术教育学]