软件工程实训环节中走班制教学模式的探索与实施  

Exploration and Implementation of Class Teaching Mode in Software Engineering Training

作　　者：关玉欣[1] 李雷孝[1] GUAN Yuxin;LI Leixiao(Inner Mongolia University of Technology,Hohhot,Inner Mongolia 010080)

机构地区：[1]内蒙古工业大学,内蒙古·呼和浩特010080

出　　处：《科教导刊》2020年第22期41-42,45,共3页The Guide Of Science & Education

基　　金：内蒙古工业大学教学改革项目(2019108)。

摘　　要：走班制教学是传统教学方式的继承,也是在目前新工科建设的背景下也是对传统教学模式的改进.传统教学方式中所有学生无区分的采用固定的授课模式,导致不同层次的学生无法接受单一的教学模式及方法,从而无法达到教学效果的最优化.走班制教学中课程设计更具有可选择性、多样性和灵活性,根据学生的个体差异以及学习兴趣采取有差别的教学方法,突出学习过程中学生的主体地位.在教学过程中根据学生群体的不同学习基础、不同学习能力和不同学习爱好,采用分层次的教学方式,学生选择最适宜个人实际情况的教学模式,从而最大限度地掌握专业知识,调动了学生学习的积极性,从而达到最优的教学效果.Class teaching is the inheritance of the traditional teaching method,and it is also the improvement of the traditional teaching mode under the background of the construction of new engineering courses.In the traditional teaching method,all students adopt fixed teaching mode without distinction,which leads to the students at different levels unable to accept a single teaching mode and method,so as to achieve the optimization of teaching effect.According to the individual differences and learning interests of students,different teaching methods are adopted to highlight the dominant position of students in the learning process.In the teaching process,according to the different learning basis,different learning ability and different learning interests of the students,the hierarchical teaching method is adopted,and the students choose the teaching mode that is most suitable for their own actual situation,so as to grasp the professional knowledge to the maximum extent,mobilize the enthusiasm of the students,and achieve the optimal teaching effect.

关 键 词：走班制 可选择性 个体差异 主体地位 

分 类 号：G642[文化科学—高等教育学]