三阶段主题教学法的新工科课程实践——以交通运输系统规划专业课为例  

Exploration and Practice of Three-stage Thematic Teaching Method in New Engineering Education

作　　者：肖尧 金枝 蒋格格 Xiao Yao;Jin Zhi;Jiang Gege(School of Intelligent Systems Engineering,Sun Yat-Sen University,Shenzhen,518107,China)

机构地区：[1]中山大学智能工程学院,广东深圳518107

出　　处：《中国现代教育装备》2023年第3期83-85,共3页China Modern Educational Equipment

基　　金：广东省本科高校教学质量与教学改革工程项目“新工科信息基础与建模实践课程群教研室”(编号:粤教高函[2021]29号);中山大学教学质量与教学改革工程项目“新工科背景下的《人工智能编程语言》教育教学改革实践”(编号:教务[2022]91号);国家自然科学基金青年基金项目“基于空间解构的行人动力学建模、实证和管理研究”(编号:72101276)。

摘　　要：面向新工科人才培养需要,提出一种提高学生积极性、锻炼学生多维技能的三阶段主题教学法。该教学法包含三个阶段,分别为教师授课(教师主导的知识梳理)、发散课堂(学生为主体的深化拓展)以及师生互动(师生同步的认知展示和讨论)。通过新工科课程实践表明:该教学法有助于培养学生主动思考的习惯,提高新工科人才培养质量。To meet the needs of cultivating new engineering talents, this paper puts forward a three-stage thematic teaching method to improve students’ enthusiasm and exercise their multidimensional skills. The teaching method consists of three stages: teacher teaching(teacherled knowledge sorting), divergent classroom(student-led deepening and expansion) and teacher-student interaction(simultaneous cognitive display and discussion between teachers and students). The practice of new engineering courses shows that it is helpful to cultivate the habit of active thinking and improve the quality of training new engineering talents.

关 键 词：新工科教育 主题教学法 课程改革 

分 类 号：G642.4[文化科学—高等教育学] U11-4[文化科学—教育学]