启发式参与式教学探索——以功率因数提高为例  

Research on Heuristic Participatory Teaching:Taking Power Factor Improvement as an Example

作　　者：赵丽欣[1] 吴敏[1] 李奇越[1] 张晨彧 徐晓冰[1] 

机构地区：[1]合肥工业大学电气与自动化工程学院

出　　处：《中国教育技术装备》2017年第24期85-86,89,共3页China Educational Technology & Equipment

基　　金：合肥工业大学大学生创新创业训练计划项目(2015CXCY106);合肥工业大学青年教师教学研究项目"以科技竞赛为依托基于CDIO模式的电类工科学生实践教学方法研究"(2016JYQN1606);安徽省重点教学研究项目"电路理论课程翻转课堂与PLB教学模式的探索与实践"(2016JYZD1607)

摘　　要：采用应用背景和PBL教学法完成功率因数提高教学设计,探索启发式、参与式教学。教学设计以实验室设备更新建设中遇到的问题为切入点,引出本节课主要内容——功率因数提高;围绕功率因数提高,分解为四个逐步深入的小问题,引导学生主动思考、探究、讨论、总结,找出解决问题的方法。教学实践证明,教学设计提高了课堂吸引力,增强了学生的学习热情和课堂参与度。The application background and PBL teaching method are used to complete the Power Factor Increase teaching design, exploration of heuristic, participatory teaching. The problems encountered in the laboratory equipment update construction are used as a starting point in the teaching design, to lead to the main content of this lesson Power Factor Increase. Then around the power factor increases, it is broken down into four small problems step by step. Students are guided to take the initiative to think, explore, discuss, summarize, and find ways to solve the problem. Teaching practice proves that the teaching design of this article improves the attractiveness of the classroom and enhances students' enthusiasm f or learning and participation in the classroom.

关 键 词：参与式教学 功率因数提高 PBL教学法 工程应用 教学设计 

分 类 号：G642[文化科学—高等教育学]