土力学实验教学与考核模式改革探析  

Reform of soil mechanics experiment teaching and assessment mode

作　　者：刘勇健[1] 邓浒标 梁文添 梁仕华[1] 龙跃凌[1] LIU Yongjian;DENG Hubiao;LIANG Wentian;LIANG Shihua;LONG Yueling(School of Civil and Transportation Engineering,Guangdong University of Technology,Guangzhou 510006,P.R.China)

机构地区：[1]广东工业大学土木与交通工程学院,广东广州510006

出　　处：《高等建筑教育》2021年第2期134-139,共6页Journal of Architectural Education in Institutions of Higher Learning

基　　金：广东省土木工程实验教学团队项目和广东省高等教育教学改革项目(粤教高函]2020]19号);广东省学位与研究生教育改革研究项目(2019JGXM39);大学生创新创业训练(201911845153,xj202011845232);广东工业大学高等教育教学改革项目(广工大教字〔2018〕132号);广东工业大学高等教育教学改革项目(2021)。

摘　　要：以广东工业大学土力学实验教学改革与实践为例,对比分析了3种考核模式的特点和教学效果。研究表明,传统的教学与考核模式(考核模式Ⅰ“平时成绩+实验报告”),容易形成千篇一律的实验报告,难以达到预期的教学效果。考核模式Ⅱ(平时成绩+实验报告+考试),加入了实验考试后,实验成绩分布和教学效果明显改善。实验考核可调动学生对实践的兴趣,提高动手能力。“引导-设计-实验-报告”四环节实验教学过程和全程考试模式(考核模式Ⅲ),符合“以学生为中心,以成果为导向”的工程教育理念,教学与考核双管齐下,能获得理想的实验教学效果。Taking the reform of soil mechanics experiment teaching in Guangdong University of Technology as an example, the characteristics and teaching effects of the three experimental assessment modes are compared and analyzed. The traditional teaching and assessment mode( the assessment mode I is based on the normal performance + experimental report), and the formation of the stereotyped experimental report cannot achieve the expected teaching effect. The assessment mode II includes normal performance, experimental report experimental, examinations, and the distribution of experimental results and teaching effects have been significantly improved. The results show that the test of experiment can adjust the students ’ interest in practice, cultivate hands-on ability, and the impact of the operation test is particularly significant. The guidedesign-experiment-report four-part experimental teaching process and the whole-test mode( the assessment mode Ⅲ) are in line with the student-centered, results-oriented engineering education concept, which can achieve the desired experimental teaching effect.

关 键 词：土力学实验 考核模式 教学改革 教学效果 

分 类 号：G642.0[文化科学—高等教育学]