基于工程需求的多维度知识融通研究生教学模式探究——以生物力学与医学工程课程为例  

Research on Postgraduate Teaching Mode of Multi-dimensional Knowledge Integration Based on Engineering Requirements:A Case Study of Biomechanics and Medical Engineering Courses

作　　者：王伯初[1,2] 刘德芳 徐志玲[1,2] 郝石磊 唐士金[1,2] WANG Bochu;LIU Defang;XU Zhiling

机构地区：[1]重庆大学生物工程学院,重庆400044 [2]重庆大学/生物流变科学与技术教育部重点实验室,重庆400044

出　　处：《高教学刊》2023年第5期10-13,20,共5页Journal of Higher Education

基　　金：重庆市研究生教育教学改革研究重点项目“基于BIO+X的创新型生物医学人才培养模式的探讨及实践”(yjg212002);重庆市高等教育教学改革研究重点项目“社会需求驱动新工科类本科人才培养模式的构建”(202043);重庆市高等教育教学改革研究一般项目“基于创新人才培养构建生物工程实验实践教学体系”(213040);重庆大学实验教学改革一般项目“细胞的牵张应力实验技术”(2020S36)。

摘　　要：新工科建设要求必须改革现有的工程教育人才培养模式,使未来的工程人才能够具备多知识融通和解决工程需求的能力,以推进我国高等工程教育改革。以培养研究生综合能力及解决工程需求为驱动力,在研究生工程课程教学中构建多维度知识融通教学模式及知识交叉的拓扑结构关系,打通跨学科课程的知识屏障,提升学生运用综合知识解决复杂问题的能力与工程实践思维能力。结合生物力学与医学工程课程为具体案例,阐述所构建的新教学模式的具体应用,可作为一类教学模型应用于其他交叉学科专业课程,为研究生教学提供新思路。To promote the reform of higher engineering education of our country,new engineering construction requires the reform of the existing mode of professional training of engineering education,so that the future engineering professional can possess the ability to integrate multiple knowledge and solve the engineering needs.This mode constructs a multi-dimensional teaching mode of multi-dimensional knowledge integration and topological structure relationship of knowledge intersection in the teaching of postgraduate engineering curricula under the driving force of training postgraduate students’knowledge-mastering and problem-solving ability.This can break the knowledge barrier of interdisciplinary courses,and improves students’ability to solve complex problems with comprehensive knowledge and contemplate in engineering practice.Combined with the"Biomechanics and Medical Engineering"curriculum’s specific cases,this paper has expounded concrete applications of the new teaching model,which can be used as a kind of teaching model for other interdisciplinary professional courses and provide new ideas for postgraduate teaching.

关 键 词：工程需求 多维度知识融通 研究生 教学模式 生物力学与医学工程 

分 类 号：G642[文化科学—高等教育学]