认识论指导的工科课程教学改革探讨——以《水污染控制工程》为例  

Discussion on Teaching Reform of Engineering Course Guided by Epistemology——Taking “Water Pollution Control Engineering” as an Example

作　　者：梁瑜海 余光伟[1] 仲海涛[1] Liang Yuhai;Yu Guangwei;Zhong Haitao(College of Natural Resource and Environment,South China Agricultural University,Guangzhou 510642,China)

机构地区：[1]华南农业大学资源环境学院,广东广州510642

出　　处：《广东化工》2021年第13期262-262,281,共2页Guangdong Chemical Industry

基　　金：华南农业大学2020年校级教改项目:工科短学时课程“线上”+“线下”混合式教学模式研究与实践—以《建筑给排水工程》为例(JG202117);华南农业大学线上线下混合式课程项目:《水污染控制工程》;华南农业大学在线开放课程项目:《水污染控制工程》。

摘　　要：传统的工科课程教学中忽略了感性认识的作用,本论文以《水污染控制工程》为例,用认识论指导课程的教学改革。通过实践课前置、多媒体教学、模型教学、仿真教学、线上线下混合教学和分组实践等方式,强化学生的认识过程中的两次飞跃,弥补传统工科教学顺序的缺陷,理顺学生的认识过程,提高学生学习兴趣和理论联系实际的能力。相应方法可为其他相关工科专业课程改革提供借鉴。The traditional teaching of engineering courses neglects the role of perceptual knowledge. This paper uses epistemology to guide "Water Pollution Control Engineering" course teaching reform. Through pre-practice course, multimedia teaching, model teaching, simulation teaching, online/offline blended teaching and group practice, strengthen the two leaps in the process of cognition of the students, make up for the defect of traditional engineering teaching order, straighten out the students’ cognitive process, to improve students’ interest in learning and ability to combine theory with practice. The corresponding method can be used as a reference for the course reform of other related engineering majors.

关 键 词：工科课程 认识过程 水污染控制工程 教学改革 感性认识 

分 类 号：G642[文化科学—高等教育学]