《工业机器人技术及应用》混合式教学实践  

Blended Teaching Practice of Industrial Robot Technology and Application

作　　者：杜新宇[1] Du Xinyu(Nanyang Institute of Technology,Nanyang Henan 473003,China)

机构地区：[1]南阳理工学院,河南南阳473003

出　　处：《机械管理开发》2023年第12期69-72,共4页Mechanical Management and Development

基　　金：河南省高等教育教学改革研究与实践项目“以学生为中心的课程标准与课程评价体系的建设与实践”(2019SJGLX433)。

摘　　要：我国制造领域迫切需要大量掌握工业机器人操作及应用的技术人才,因此探索掌握工业机器人应用型本科人才的有效教学方法非常必要。将基于互联网技术的网络教学和传统课堂教学有机融合,选择项目化、实践性强的知识点,建设在线网络课程,学生通过网络学习平台获取各种学习资源,并进行翻转式学习;线下课堂上教师主导的答疑、测评和拓展练习是对线上学习的督促、巩固和延伸。学生针对虚拟仿真教学项目边学边练,学做交替,小组共同解决遇到的问题。线上线下并重的过程考核督促学生切实学习。运用工程专业认证要求的过程与问卷达成度测评法,比较传统教学与混合教学的学习效果,表明混合式教学提高了学生自主学习和自我管理的能力。There is an urgent need for a large number of technical talents mastering the operation and application of industrial robots in China's manufacturing field,so it is very necessary to explore effective teaching methods for mastering the applied undergraduate talents of industrial robots.The organic integration of network teaching based on Internet technology and traditional classroom teaching,selecting project-based,practical knowledge points,building online network courses,students through the network learning platform to access a variety of learning resources,and flipped learning;offline classroom teacher-led Q&A,assessment and extension exercises are the supervision,consolidation and extension of online learning.Students learn and practice for the virtual simulation teaching project,learning and doing alternately,and the group solves the encountered problems together.The online and offline process assessment urges students to learn effectively.Using the process and questionnaire achievement assessment method required by the engineering professional certification,comparing the learning effect of traditional teaching and blended teaching,blended teaching improves students'ability of independent learning and self-management.

关 键 词：混合式教学 网络平台 翻转课堂 虚拟仿真 自主学习 课程考核 

分 类 号：G642[文化科学—高等教育学]