应用型课程项目化教学中的误区与应对策略——以“空调技术”课程教学为实例  

Common Problems and Countermeasures in Project-based Teaching of Applied Courses:Taking the Course Teaching of Air Conditioning Technology as an Example

作　　者：李时东[1] 侯志坚[1] LI Shi-dong;HOU Zhi-jian(Faculty of Mechanical and Electrical Engineering,Shenzhen Polytechnic,Shenzhen,Guangdong 518055,China)

机构地区：[1]深圳职业技术学院机电工程学院,广东深圳518055

出　　处：《教育教学论坛》2021年第16期105-108,共4页Education And Teaching Forum

基　　金：2018年度深圳职业技术学院课程建设项目“空调技术项目化课程建设”(2018XMHKC0026)。

摘　　要：教什么是宏观教学设计中最具有战略挑战性的一个问题。高等教育的应用型课程,综合了多种学科与技术,其理论很抽象,所涉及的技术细节却十分庞杂,给课程项目化的实施带来极大挑战。实施项目化课程教学,本意之一就是通过项目带动与课程项目化,从而把握教学重点。但在实施过程中,有许多通病和误区需要避免,如果不注意这些通病和误区,即使是课程项目化了,也会迷失教学重点。而这些通病和误区正是提升所要思考的新起点。以“空调技术”课程教学为实例,针对实施项目化课程过程中发现的问题,分享经验与体会,实现项目化教学的进一步优化。What to teach is the most strategic challenge in macro-teaching design. The application-oriented higher education courses often integrate a variety of disciplines and technologies. The theories in those courses are very abstract, and the technical details involved are extraordinarily complex, which brings great challenges to project-based teaching. The aim of project-based teaching is to help students grasp the key points of teaching with the help of projects and project-based teaching. But in the process of implementation, there are many common problems and misunderstandings to be avoided. Otherwise, we will still miss the right focus of teaching as before. And these common problems and misunderstandings are the new starting points for promotion. Takes the teaching of Air Conditioning Technology as an example, and in view of the problems found in the implementing of the project-based teaching, this paper shares some experience to help optimize the implementation of project-based teaching.

关 键 词：宏观教学设计 项目化 教学 空调技术 应用型课程 

分 类 号：G64[文化科学—高等教育学]