变式教学法在体系几何组成分析教学中的应用  

Application of variation pedagogy in the course of geometric construction analysis

作　　者：乔朋[1] 马乾瑛[1] 何俊 邢国华[1] QIAO Peng;MA Qianying;HE Jun;XING Guohua(School of Civil Engineering,Chang’an University,Xi’an 710061,P.R.China)

机构地区：[1]长安大学建筑工程学院,陕西西安710061

出　　处：《高等建筑教育》2023年第2期142-149,共8页Journal of Architectural Education in Institutions of Higher Learning

基　　金：长安大学中央高校“双一流”引导专项项目(300104292804);教育教学改革项目(300106202801)。

摘　　要：在结构力学课程平面体系几何组成分析教学中发现,学生对部分关键概念掌握较差,影响几何组成分析的解题正确率。为强化学生对几何组成分析相关概念的理解,基于知识可视化和认知负荷理论,提出利用结合图示的概念性变式教学法对虚铰、铰结三角形和二元体等概念进行讲解的教学方法。在总结学生以往错题的基础上,增加三个概念的非概念变式和概念变式图,可降低学生学习概念时认知负荷,促进形成长时记忆,从而使学生在学习概念初期能多角度理解概念的本质特征、辨析概念的内涵和外延。通过调查学习效果发现,结合概念性变式教学法可提高学生对体系基本组成分析重要概念的掌握程度,有助于正确地进行体系几何组成分析。此外,概念性变式还可以培养学生的独立概括概念特征的思维能力。During the teaching of geometric construction analysis in structural mechanics course,it was found that students did not master several key concepts,which may cause mistakes in problem solving.In order to improve the understanding of new concepts,the conceptual variation originating from pedagogy of variation was adopted in class teaching activities,which is based on the theory of knowledge visualization and cognitive load.According to some mistakes in students’homework,the graphical representations of essential variation and unessential variation of the concepts,such as virtual hinge,hinged triangle and binary system,were provided to complement the original explanation of the new concepts.Owing to the conceptual variation teaching method,the students’cognitive load in learning was reduced and the long-term memory was formed more easily.Finally,the teaching effectiveness was investigated,which shown that the conceptual variation method will help students not only enhance their ability to correctly analyze the geometric construction,but also cultivate their personal perceptual ability.

关 键 词：结构力学 体系的几何组成分析 变式教学法 概念性变式 

分 类 号：G642.4[文化科学—高等教育学]