融入反馈的BOPPPS教学模式在液压传动与控制双语课程一体化的实践  

作　　者：陆倩倩 刘丽 

机构地区：[1]浙大城市学院工程学院,浙江杭州310015

出　　处：《高教学刊》2022年第1期108-111,共4页Journal of Higher Education

基　　金：浙江省“十三五”第二批教学改革研究项目“基于思维和责任养成的机械类专业设计基础课程群改革”(编号:JG20190569);浙江省教育科学规划研究课题(编号:GH2021441);浙大城市学院2020年教学建设培育项目“‘金课’导向下《液压传动与控制》课程双语教学模式的构建与实践”(编号:GC5-04)。

摘　　要：文章剖析了在新工科背景下,打造具备高阶性、创新性和挑战度的工科类专业课的要求,构建了符合“金课”标准的一体化双语课程的架构并进行实践,包括课程的整体框架设计、基于反馈的BOPPPS参与式课堂实施、多维度的考评机制、可持续性的教学反馈和反思。通过两轮实践,不仅实现了课堂上全体学生参与式学习,而且提高了学生参与创新科研项目的参与率和科研成果,验证了一体化课程改革,实现了培养应用型和创新型专业人才的目标,为培养具有国际视野的未来工程技术人才奠定了基础。This paper analyzes the requirements for creating high-level,innovative and challenging engineering professional courses under the background of new engineering,sets up the framework of an integrated bilingual curriculum and put into practice to meet the"golden course"standard.The standard includes the overall framework design of the curriculum,the lecture implementation based on BOPPPS participatory learning combining with feedback,multi-dimensional assessment mechanism,and the sustainable teaching feedback and reflection.Through two rounds of practice,it not only realizes the participation of all students in the classroom,but also improves the participation rate and research results of students in innovative scientific research projects.It has been verified that the integrated curriculum reform has achieved the goal of cultivating applied and innovative professional talent which could laid the foundation for future engineering and technical talents with international vision.

关 键 词：新工科 金课 一体化 双语课程 BOPPPS 可持续性 

分 类 号：G640[文化科学—高等教育学]