光学设计仿真教学与实践教学互补性研究  

A Study of the Complementary between Simulation Teaching and Practice Teaching for Optical Design

作　　者：何文森[1] 杨华军[1] 蔡杨伟男 江萍[1] 柯莎莎[1] 何书航 

机构地区：[1]电子科技大学物理电子学院,成都610054

出　　处：《实验室研究与探索》2017年第7期164-167,195,共5页Research and Exploration In Laboratory

基　　金：国家自然科学基金项目(61271167);四川省教育厅(2013-2016年高等教育人才培养质量和教学改革)研究项目"数学物理建模;仿真与光通信创新实践教学改革"

摘　　要：介绍了光学设计仿真教学与实践教学(包括:理论教学、演示实验、光学设计仿真实验和实践教学平台4个教学环节)互补性研究的教学目的及方法,主要针对大学生专业思维能力培养训练的提高(包括4个方面)进行了详细阐述。近几年来,教学团队通过对空间光通信创新实验课教学新方法的不断完善和大学生专业思维能力培养的训练,调动了大学生追求真知和探索科学奥秘的积极性,提高了大学生综合分析问题和解决问题的能力,切实加强了大学生专业思维能力和综合创新动手能力的培养,教学质量有了大幅提升。并列举了部分大学生的创新例证,达到了大学生锻炼自己、培养专业思维能力训练及综合创新动手能力的目的。The teaching objectives and methods for optical design simulation teaching,and the complementary research about experiment teaching are introduced. The objectives and methods include four teaching links： theory teaching,experiment demonstrating,optical design simulation experiment and experimentally practical teaching. The improvement of the students＇ specialty thinking ability,self-cultivating and self-training is highlighted in detail. In recent years,teaching team has improved the new teaching method for space optical communication innovative experiment teaching,and has trained the students＇ specialty thinking ability so that the enthusiasm for knowledge learning and scientific exploration of the undergraduates is aroused. Meanwhile,the abilities of analyzing and solving problem are improved and the abilities of specialty thinking,comprehensive innovation and operation are strengthened as well. The progress of undergraduates＇ specialty thinking,comprehensive innovation ability and operation ability has been illustrated by some undergraduate＇s innovation examples,which are listed to show the impressive promotion in teaching quality.

关 键 词：光通信 理论教学 仿真教学 实践教学 互补性 

分 类 号：O43[机械工程—光学工程] G642.44[理学—光学]