案例探究式合作学习的教学方法在“环境监测”中的应用  

Application of Teaching Method of Case-inquiry Cooperative Learning in Environment Monitoring course

作　　者：杨桂军[1] 邹华[1] 丁剑楠 李祎飞 成小英[1] 崔敏华 YANG Gui-jun;ZOU Hua;DING Jian-nan;LI Yi-fei;CHENG Xiao-ying;CUI Min-hua(Environment and Civil Engineering College,Jiangnan University,Wuxi,Jiangsu 214122,China)

机构地区：[1]江南大学环境与土木工程学院,江苏无锡214122

出　　处：《教育教学论坛》2020年第43期244-246,共3页Education And Teaching Forum

基　　金：江南大学研究生教育教学改革研究与实践课题资助(2019-15)。

摘　　要：“环境监测”课程涉及知识面广、内容多,是环境类专业必修课,也是学习环境类其他课程的基础。传统的课堂讲授形式,对于学生来说显得比较枯燥,不利于培养学生从事环境监测工作的能力和综合素质的提高。本文提出将案例探究式合作学习的教学方法应用于“环境监测”理论课的教学,以改变传统教学方法的不足。2016—2019年开展的教改研究结果显示,未开展教改的2016—2017学年,学生对教学的满意度为75%,从2017—2018学年开始进行教改后,学生对教学的满意度提高到91.8%,2018—2019学年提高到95%。进一步的调查分析显示该教学方法显著地激发了学生的学习兴趣,培养了学生团队协作能力,并提高了学生分析复杂环境问题、解决实际环境问题的能力。Environment Monitoring course is the environment professional compulsory course and basic course of others environment courses,which has wide and multi-content knowledge.The traditional classroom teaching is relatively boring to students,which is not conducive to the improvement of students'ability to engage in environmental monitoring and overall quality.This paper proposes to apply the teaching method of case-inquiry cooperative learning in the Environment Monitoring course to solve the problems in the traditional teaching.Results of the educational reform study conducted in 2016-2019 showed that in the 2016-2017 school year without the teaching reform,student's satisfaction with teaching was 75%.After the teaching reform started in the 2017-2018 school year,student's satisfaction with teaching increased to 91.8%,and to 95%in the 2018-2019 school year.Further investigation and analysis show that the teaching method can stimulate students'interest in learning,cultivate students'teamwork ability,and improve students'ability to analyze complex environmental problems and solve practical environmental problems.

关 键 词：案例 探究式 合作学习 环境监测 教学方法 

分 类 号：G642[文化科学—高等教育学]