基于有意义学习分类法的课程目标构建方法——以《工程图学》为例  

A Method for Constructing Curriculum Objectives Based on Meaningful Learning Taxonomy——Take "Engineering Graphics" as an Example

作　　者：卢科青[1] 王文[1] 王胡英 陈占锋 LU Ke-qing;WANG Wen;WANG Hu-ying;CHEN Zhan-feng(School of Mechanical Engineering,Hangzhou Dianzi University,Hangzhou,Zhejiang 310018,China;School of Marxism,Hangzhou Dianzi University,Hangzhou,Zhejiang 310018,China)

机构地区：[1]杭州电子科技大学机械工程学院,浙江杭州310018 [2]杭州电子科技大学马克思主义学院,浙江杭州310018

出　　处：《教育教学论坛》2020年第13期341-342,共2页Education And Teaching Forum

基　　金：浙江省高等教育“十三五”第一批教学改革研究项目（jg20180107）;杭州电子科技大学高等教育教学改革研究重点项目（ZDJG201903）;杭州电子科技大学2019年度省属高校基本科研业务费项目（GK199900299012-205）

摘　　要：为了使课程学习对学生产生深远影响,以有意义学习分类法为理论依据构建课程目标。首先介绍有意义学习分类法的内涵、特点与优势;然后以工程图学课程为例,详细阐述有意义学习分类框架下课程目标的构建方法与步骤。教学实践结果表明,基于有意义学习分类法的课程目标能有效地延伸、拓展学习的影响力,促进学生对生活价值与意义的探索。In order to make a profound impact on students,the Meaningful Learning Taxonomy is used as a theoretical basis to construct curriculum objectives.Firstly,the characteristics and advantages of Meaningful Learning Taxonomy are introduced.Then,taking "Engineering Graphics" as an example,this paper elaborates on the methods and steps for constructing curriculum objectives under the framework of Meaningful Learning Taxonomy.The teaching practice indicates that the curriculum objectives based on Meaningful Learning Taxonomy can more effectively extend the impact of learning,and can promote the students’ desire to explore the meaning of life.

关 键 词：课程目标 有意义学习 分类法 教学改革 

分 类 号：G642.4[文化科学—高等教育学]