OBE-CDIO理念下机电专业实践类课程构建——以“自动生产线技术”课程为例  

Construction of Practical Courses for Mechanical and Electrical Majors under the OBE-CDIO Concept——Taking"Automatic Production Line Technology"for example

作　　者：王琰 Wang Yan

机构地区：[1]南京科技职业学院电气与控制工程学院,江苏省南京市210048

出　　处：《时代汽车》2024年第6期95-98,共4页Auto Time

基　　金：江苏省机电职业教育行业指导委员会教育科研课题“基于OBE-CDIO理念的《自动生产线技术》智慧课堂教学实践研究”(编号:JSJD202206),主持人王琰。

摘　　要：针对当前机电专业实践类课程教学存在的学生主动性不高、创新思维和工程意识不强等问题,探索基于OBE-CDIO教育理念的自动生产线课程改革,构建课程“顶层设计—实践执行—反馈评估—持续改进”的闭环机制。以能力培养为核心,依托DACUM方法定位教学目标;以目标为导向,逆向设计项目化教学内容;以学生为中心,采用分组分岗式的“1+4+3”教学实施体系正向实施CDIO教学过程;以学习成果为导向,建立“过程评价+结果评价+增值提升”的多元化考核体系,促进教学过程持续改进。该教学模式在课程实施中取得了良好的效果,有效促进教学目标达成。In order to solve the problems of low initiative,innovative thinking,and engineering awareness among students in the current practical courses of mechanical and electrical engineering,we explore the reform of automatic production line courses based on the OBE-CDIO education concept,and construct a closed-loop mechanism of"top-level design,practical execution,feedback evaluation,and continuous improvement"for the courses.Focusing on ability development and relying on the DACUM method to position teaching objectives,Targeted and reverse designed project-based teaching content,Taking students as the center,adopting a"1+4+3"teaching implementation system of grouping and job division,and implementing the CDIO teaching process positively,Guided by learning outcomes,establish a diversified assessment system of"process evaluation+result evaluation+value-added improvement"to promote continuous improvement of the teaching process.This teaching model has achieved good results in the implementation of the curriculum,eff ectively promoting the achievement of teaching objectives.

关 键 词：OBE-CDIO 自动生产线技术 DACUM 分组分岗 闭环机制 

分 类 号：G63[文化科学—教育学]