我国高校推行AAU-PBL面临的挑战与对策  

The challenges and countermeasures of implementing AAU-PBL teaching model in Chinese colleges and universities

作　　者：雷艳静[1] 李曲[1] 秦娥[1] LEI Yanjing;LI Qu;QIN E(College of Computer Science and Technology,Zhejiang University of Technology,Hangzhou 310023,China)

机构地区：[1]浙江工业大学计算机科学与技术学院,浙江杭州310023

出　　处：《浙江工业大学学报（社会科学版）》2020年第3期336-341,共6页Journal of Zhejiang University of Technology：Social Sciences

基　　金：国家留学基金委地方合作项目(留金法[2018]5028号);浙江省高等教育“十三五”第二批教学改革研究项目(jg20190071);浙江工业大学校级核心课程建设项目(HX1653)(PX-48171228);浙江工业大学重点教材建设项目(JC1703)。

摘　　要：丹麦奥尔堡大学的AAU-PBL教学模式在提高人才培养质量方面卓著成效,成为全球颇具特色和代表性的成功教育模式典范,可为我国高等教育改革提供有益参考和良好借鉴。然而,当前形势下,我国大范围推行AAU-PBL教学模式尚存在认知误区、课程模式限制、师资力量薄弱、教学设施与经费投入不足等困难与挑战。本研究结合我国高等教育现状,从扭转思想观念并建立局部示范、建立新型课程模式、转换教师角色、加强师资队伍建设以及优化教学资源配置五个方面给出了应对策略和解决途径。AAU-PBL teaching mode in Denmark has become a very characteristic,representative and successful education model across the world due to its outstanding effects in improving the quality of talent training.As a result,AAU-PBL can provide us beneficial reference for higher education reform.However,under the current circumstances in China,there are many barriers and challenges in implementing the AAU-PBL reform in our country,such as cognitive misunderstanding,curriculum mode limitation,weak teachers,insufficient teaching facilities and funds.Based on the current situation of higher education in our country,five feasible countermeasures and solutions are proposed in this paper from reversing ideological cognition and establishing local examples,creating novel curriculum mode,changing the teachers roles,strengthening the construction of teaching staff,and optimizing teaching resource allocation.

关 键 词：以问题为基础、以项目为导向 同伴学习 以学生为中心 跨学科学习 

分 类 号：G642.0[文化科学—高等教育学]