基于深度学习理念下《金属熔炼与塑性加工》课程教学模式的解构与重塑  

Deconstruction and Reconstruction of the Teaching Model of Metal Smelting and Plastic Processing Based on Deep-learning Concept

作　　者：冀盛亚 常成 冯宜丽 常帅兵 楚庄 马天凤 JI Shengya;CHANG Chen;FENG Yili;CHANG Shuaibing;CHU Zhuang;MA Tianfeng(Henan Institute of Technology,Xinxiang 453003,China)

机构地区：[1]河南工学院,河南新乡453003

出　　处：《机械工程师》2023年第12期1-3,共3页Mechanical Engineer

基　　金：河南省科技攻关项目“医用镁基多孔植入材料人工序构、力学及降解仿生的多功能协同设计与制备”(222102310337);新乡市软科学研究计划项目“后疫情时代新乡跨境电商人才培养的现状与路径研究”(RKX2020023);河南工学院本科高等教育教学改革研究与实践项目“金属熔炼与塑性加工课程智慧教学手段和教学方法改革的研究与实践”(DLGC━2021006);河南工学院本科高等教育教学改革研究与实践项目“基于‘云台网’一体融合的泛平台大学英语智慧教学新生态研究与实践”(2021-YB028)。

摘　　要：借助智慧教学的东风,解构与重塑《金属熔炼与塑性加工》课程的教学模式。以“线上线下混合式教学”、“理论+实践相结合”、“分组讨论”、和“翻转课堂”4种形式,提升学生学习过程的存在感,使学生在深层理解学习内容的基础上,构建知识点之间的交叉、渗透与关联,并在对知识点的架构、整合和迁移应用中,实现思维的拓展与发散。创新《金属熔炼与塑性加工》课程教学模式是实现课程深度学习、培养创新型实践人才的沃土,也是践行“由识转智”的课堂教学改革理念的必由之路。With the help of intelligent teaching,the teaching model of the course metal smelting and plastic processing is made deconstruction and reconstruction.The four forms such as“online and offline blended teaching”,“combination of theory and practice”,“group discussion”,and“flipped class”are adopted to enhance the students’sense of presentence in the learning process,so that students can construct the intersection,penetration and correlation among knowledge points on the basis of a deep understanding of the learning content,and achieve the expansion and divergence of thinking in the construction,integration,migration and application of knowledge points.Innovating the teaching model of metal smelting and plastic processing is a necessary means for fulfilling the depth learning of the course and cultivating innovative practical talents.It is also the only way to practice the classroom teaching reform concept of“transforming knowledge into wisdom”.

关 键 词：深度学习 智慧教学 教学模式 解构与重塑 

分 类 号：G642.0[文化科学—高等教育学]