布鲁姆教学目标分类法提高学生解决复杂工程问题能力的研究——以乳品工程专业为例  

Using Bloom's Taxonomy to Improve Students' Abilities to Solve Complex Engineering Problems —— Taking Dairy Engineering as an Example

作　　者：李红娟[1] 王琳[1] 倪娜[2] 于景华[1] LI Hongjuan;WANG Lin;NI Na;YU Jinghua(School of Food Engineering and Biotechnology,Tianjin University of Science and Technology,Tianjin 300457,China;School of Life Science Inner,Mongolia University for Nationalities,Tongliao,028000,China)

机构地区：[1]天津科技大学食品工程与生物技术学院,天津300457 [2]内蒙古民族大学生命科学学院,通辽028000

出　　处：《中国轻工教育》2018年第4期50-52,78,共4页China Education of Light Industry

基　　金：天津市教育科学"十三五"规划课题"应用布鲁姆教学目标分类法培养学生解决‘复杂工程问题’能力研究"(HEYP5015);内蒙古自治区教育科学"十三五"规划"以实验室开放为抓手培养食品科学与工程专业学生创新创业能力的研究与实践"

摘　　要：利用布鲁姆教学目标分类法对课堂教学知识点进行逐层分类,分析目前乳品工程专业学生培养复杂工程问题能力的着手点,分别从课堂、实验教学等入手,结合布鲁姆教学目标分类法,对课程进行改进和调整,改善教学方法,使课程教学符合学生认知特点,逐步提高学生解决复杂工程问题能力。Bloom＇s taxonomy was used in the course to classify lectureexperiments were considered as two important platforms for cultivating theproblems. Taxonomy was also applied to adjusting the curriculum andfeasible for the cognitive characteristics of the students. As a result, theproblems have gradually improved.knowledge into successive parts. Lectures andstudentsteachingstudents＇abilities to solve complex engineeringmethods, so as to make them moreabilities to solve complex engineering

关 键 词：复杂工程问题 乳品工程 布鲁姆教学目标分类法 能力 

分 类 号：G642.0[文化科学—高等教育学]