基于叙事的工程素养和伦理类课程教学模式探索与实践  

作　　者：谷振宇[1] 程森林[1] 陈玲[1] 

机构地区：[1]重庆大学自动化学院,重庆400044

出　　处：《高教学刊》2024年第18期132-135,139,共5页Journal of Higher Education

基　　金：重庆市教学改革研究项目“交通运输工程类博士专业学位研究生培养体系探索”(yjg203012);重庆大学教学改革研究项目“构建学情数字孪生体持续提升课程教学目标达成度”(2021Y30)。

摘　　要：针对工程素养伦理类课程教学中如何有效提升课程教学目标达成度的问题,提出基于叙事的工程素养与伦理类课程教学模式。该教学模式,围绕不同课程教学模块中的知识点,以学生和教师为叙事主体,开展课程教学活动。从教学内容设计、课堂教学设计和过程化考核等方面,对基于叙事的工程素养与伦理类课程教学法进行阐述,并结合工程师职业素养课程的教学进行探索与实践,进而对该教学模式的特色进行总结。该课程教学的实践表明,对于工程素养与伦理类课程而言,基于叙事的教学法是一项有效的教学模式,有助于提升学生的课程参与度与学习积极性,对于课程教学目标的达成具有积极作用。Aiming at the problem of how to effectively improve the achievement of the course teaching objectives in the teaching of engineering literacy ethics courses,this paper proposes a teaching mode of engineering literacy and ethics based on narrative.This teaching mode,centering on the knowledge points in different course teaching modules,takes students and teachers as the narrative subject,to carry out course teaching activities.From the aspects of teaching content design,classroom teaching design and process assessment,this paper expounds the teaching method of engineering literacy and ethics courses based on narration in detail,and explores and practices the teaching of engineers'professional literacy courses,and then summarizes the characteristics of this teaching mode.The teaching practice of this course shows that narrative-based teaching method is an effective teaching mode for engineering literacy and ethics courses,which is conducive to enhancing students'participation in the course and learning enthusiasm,and plays a positive role in achieving the teaching objectives of the course.

关 键 词：叙事 工程素养 工程伦理 教学目标达成度 教学模式 

分 类 号：G642[文化科学—高等教育学]