PBL联合情境模拟教学法的运用——以“信息安全数学基础”课程为例  

Application of PBL Combined with Situational Simulation Teaching Method:Applied in Information Security Mathematical Foundation Course

作　　者：秦艳琳[1] 陈云[1] 杨智超 QIN Yan-lin;CHEN Yun;YANG Zhi-chao(Information Security Department,Naval University of Engineering,Wuhan,Hubei 430033,China)

机构地区：[1]海军工程大学信息安全系,湖北武汉430033

出　　处：《教育教学论坛》2023年第31期137-140,共4页Education And Teaching Forum

基　　金：2022年度海军工程大学教学改革建设项目“PBL联合情景模拟在‘信息安全数学基础’课程中的实践与运用”。

摘　　要：为扭转目前“信息安全数学基础”课程“以教师讲授为主导,学生被动接受”的教学现状,开展PBL联合情境模拟教学法在“信息安全数学基础”课程中的应用研究,以离散对数困难问题知识单元为例,设计“情境—问题—探究”教学模式基本框架,以问题为出发点,教师为学生创设生动具体的实际情境,搭建问题探究指南,将学生放在教学活动的主体地位,充分挖掘学生的自主学习能力,鼓励学生积极主动地思考,引导学生体验从发现问题、提出问题到解决问题的全过程,促进学生各项综合能力全面和谐的发展。To reverse the current situation of information security mathematical foundation course dominated by teachers’method of lecture and students’passively acceptance,PBL combined with situational simulation teaching method is applied to the course.Using the discrete logarithm problem knowledge unit as an example,the basic framework of“situation-problem-explore”teaching mode was designed.With problems as a starting point,teachers construct vivid and concrete actual situation,and set up guidelines for the students to explore the problems.Students become the main body status in teaching activities,and their ability of autonomous learning are fully explored.In class,students are encouraged to think actively and experience the whole process from finding problems,putting forward problems to solving problems,which promotes overall harmonious development of the students’comprehensive capability.

关 键 词：PBL联合情境模拟教学法 自主学习 信息安全数学基础 离散对数 

分 类 号：G642.4[文化科学—高等教育学]