PBL教学法在线上线下融合式电学实验中的研究与实践  

作　　者：杨冬霞[1] 雷冬飞[1] 戴冰 曲明哲[1] 高春[1] 

机构地区：[1]哈尔滨学院,哈尔滨150086

出　　处：《高教学刊》2023年第15期93-97,共5页Journal of Higher Education

基　　金：黑龙江省教育科学规划重点项目“新工科背景下地方性应用型高校基于以学为中心的人才培养模式研究与实践”(GJB1422333)。

摘　　要：PBL教学法旨在培养学生学习的内部驱动力,使学习者建构起宽厚而灵活的知识基础,发展有效的问题解决技能,形成自身解决问题和自主学习的能力。线上线下融合式实验教学可以将多资源多平台的现代信息技术联合应用于实验教学中。在教学中将实验内容拆分成具体问题,分别在课前、课上及课后三个阶段向学生发布问题或任务,引导学生自主完成实验内容。PBL教学模式通过学生独学、小组互学、组间协作、组内互评、组间互评及教师评价的方式,实现“以教师为中心”到“以学生为中心”的转变。该文以“日光灯工作原理及功率因数的提高”电学实验为例,描述PBL教学模式的具体实施过程及实验考核测量评价方法。从而为解决学生分层指导、学习过程管理和评价及服务学生学习过程提供有益参考。The PBL teaching method aims to cultivate the internal driving force of students'learning,so that learners can build a broad and flexible knowledge base,develop effective problem-solving skills,and form their own problem-solving and autonomous learning abilities.Online and offline integrated experimental teaching can combine modern information technology with multi-resources and multi-platforms in experimental teaching.In teaching,the experimental content is divided into specific questions,and questions or tasks are released to students in three stages before class,in class and after class,and students are guided to complete the experimental content independently.The PBL teaching mode realizes the transformation from"teacher-centered"to"student-centered"through the methods of students'independent learning,group mutual learning,inter-group collaboration,intra-group mutual evaluation,inter-group mutual evaluation and teacher evaluation.This paper takes the Electrical Experiment of"the working principle of fluorescent lamp and the improvement of power factor"as an example to describe the specific implementation process of the PBL teaching mode and the method of measurement and evaluation of the experiment.Thus,the study provides a useful reference for solving students'hierarchical guidance,learning process management and evaluation,and serving students'learning process.

关 键 词：PBL教学法 线上线下融合式教学 实验教学 教学案例 答疑 

分 类 号：G642[文化科学—高等教育学]