新工科背景下“4+3+2”教学模式在热工设备课程中的探索与研究  

Exploration and Research on"4+3+2"Teaching Mode in the Course of Thermal Equipment under the Background of New Engineering

作　　者：潘晓慧[1] 马晓然 刘新新 刘亮[1] 青春耀[1] Pan Xiaohui;Ma Xiaoran;Liu Xinxin;Liu Liang;Qing Chunyao(School of Electrical and Mechanical Engineering,Henan Agricultural University,Zhengzhou,450002,China)

机构地区：[1]河南农业大学机电工程学院,河南郑州450002

出　　处：《中国现代教育装备》2024年第11期86-87,91,共3页China Modern Educational Equipment

基　　金：高等学校能源动力类教学研究与实践项目“‘三向融合法’在汽轮机原理课程中的创新与实践”(编号:NSJZW2021Y-83);河南农业大学教育教学改革研究与实践项目“新工科背景下‘4+3+2’教学模式在热工设备课程中的探索与研究”(编号:2022XJGLX016)。

摘　　要：为顺应新工科发展,提升教与学的效果,提出了“4+3+2”教学新模式,以“四相融合”为基础,重构热工设备课程教学内容,采用基于OBE理念的“线上—线下—实践课堂”三线并行教学方法,开展“线上任务驱动—线下项目教学—实践课堂巩固”的教学改革,建立“多样化+翻转化”两种评价标准,取得不错的教学效果。这种教学模式可为创新能力要求高且具有多学科交叉背景的工科本科专业课程教学提供参考。In order to adapt to the development of new engineering,and enhance the effect of teaching and learning.This paper puts forward a new teaching mode of"4+3+2".Based on"four-phase fusion",the teaching content of thermal equipment course is reconstructed,and the three-line parallel teaching method of"online-offline-practice class"based on the concept of OBE is adopted,finally realize the"onlinetaskdriven-offline project teaching-practice classroom consolidation"teaching reform,two evaluation criteria of"diversification+transformation"is established.The exploration has been achieved good teaching effect,and provides a reference for the teaching of engineering undergraduate courses with high requirements of innovation ability and multi-disciplinary cross-background.

关 键 词：热工设备 教学模式 OBE理念 思政 

分 类 号：G642[文化科学—高等教育学]