基于产教融合的PBL教学法在仪器分析实验中的应用  

Application of PBL Teaching Method in Instrument Analysis Experiment Based on Integration of Production and Education

作　　者：贾彦荣[1] 章世深 张朝霞[2] 周宝成[1] 张丽 张伟[1] JIA Yan-rong;ZHANG Shi-shen;ZHANG Zhao-xia;ZHOU Bao-cheng;ZHANG Li;ZHANG Wei(School of Science,Zhejiang Sci-Tech University,Zhejiang Hangzhou 310018;School of Materials Science&Engineering,Zhejiang Sci-Tech University,Zhejiang Hangzhou 310018,China)

机构地区：[1]浙江理工大学理学院,浙江杭州310018 [2]浙江理工大学材料科学与工程学院,浙江杭州310018

出　　处：《广州化工》2021年第15期221-224,共4页GuangZhou Chemical Industry

基　　金：浙江理工大学教育教学改革研究项目(jgyb202003)。

摘　　要：现有仪器分析实验教学存在教学内容落后,传统的以教师为中心的教学法不利于调动学生学习的积极性和主动性等问题。基于产教融合的PBL教学法不仅与实际生产生活紧密相关,还突出和强调学生学习的主体地位,非常有利于培养学生的学习热情和兴趣。实施过程中提出了“一个主体、两个目标、三个元素”的“1+2+3”实践机制。期望通过实验教学改革,充分调动学生学习的积极性、主动性,培养学生主动探究和解决问题的能力,培育学生的工匠精神。In instrumental analysis experiment teaching,the backward experiment content and teacher-centered teaching are unfavorable for mobilizing students enthusiasm and initiative.PBL teaching method based on the integration of production and education is not only closely related to actual production and life,but also emphasizes the major status of students,which is benefit for teaching.“1+2+3”practice mechanism of“one subject,two goals,and three elements”was put forward during the teaching process.It was hoped that it would fully mobilize the enthusiasm and initiative of students,improve the ability of proactive inquiry and problem-solving of students,and cultivate the craftsmanship of students.

关 键 词：产教融合 PBL 实验教学 

分 类 号：TP391.9[自动化与计算机技术—计算机应用技术]