基于“KNOW-DO-BE”产出理论的塑性加工工艺及设备课程教学反思与改革  

Teaching Introspection and Reform of the Course Plastic Processing Technology and Equipment Based on"KNOW-DO-BE"Outcome Theory

作　　者：石晓辉[1] 乔珺威[1] 张敏[1] Shi Xiaohui;Qiao Junwei;Zhang Min(College of Materials Science and Engineering,Taiyuan University of Technology,Taiyuan,030024,China)

机构地区：[1]太原理工大学材料科学与工程学院,山西太原030024

出　　处：《中国现代教育装备》2023年第1期143-145,共3页China Modern Educational Equipment

基　　金：2021年度山西省研究生教育教学改革课题《中国制造2025背景下材料类工程硕士培养模式改革探索》(编号:2021YJJG048);2019年度太原理工大学教学改革创新项目“以培养复杂工程问题解决能力为导向的金属材料工程专业教学方法改革”(编号:RC1900001003)。

摘　　要：塑性加工工艺及设备是面向金属材料工程专业学生的一门专业方向课,对提升学生的从业水平至关重要。为更加契合工程教育理念,基于“KNOW-DO-BE”产出理论对该课程进行教学反思与改革。在课程教学阶段,提出开展多模式授课、问题导向式教学,并引入情怀教育。在考核方式上,提出改革试卷结构、改革平时成绩评定方式。通过课程改革,学生对知识理解得更深、工程实践能力更强、职业素养更优。Plastic processing technology and equipment is a professional orientation course for students majoring in metal material engineering,which is very important to improve students'professional level.In order to better fit the concept of engineering education,this article is based on the"KNOW-DO-BE"output theory to introspect and reform the teaching of the course.In the course teaching stage,it proposes to carry out multi-mode teaching,problem-oriented teaching,and introduce feelings education.In the examination way,the paper structure reform,reform the usual grade assessment way.Through the curriculum reform,students have a deeper understanding of knowledge,stronger engineering practice ability and better professional quality.

关 键 词：“KNOW-DO-BE”产出理论 塑性加工 问题导向 情怀教育 

分 类 号：TG3-4[金属学及工艺—金属压力加工] G642.0[文化科学—高等教育学]