首次任职课程分阶段递进式教学模式改革探索——以“船舶电气设备及自动控制装置”课程为例  

Exploration of the Reform of Phased and Progressive Teaching Mode in the First Post Course: Takingthe Course of Marine Electrical Equipment and Automatic Control Device as an Example

作　　者：肖晗 谭路[2] 叶志浩[1] 黄靖[1] XIAO Han;TAN Lu;YE Zhi-hao;HUANG Jing(School of Electrical Engineering,Naval University of Engineering,Wuhan,Hubei 430033,China;School of Naval Architecture and Ocean Engineering,Naval University of Engineering,Wuhan,Hubei 430033,China)

机构地区：[1]海军工程大学电气工程学院,湖北武汉430033 [2]海军工程大学舰船与海洋学院,湖北武汉430033

出　　处：《教育教学论坛》2024年第19期137-140,共4页Education And Teaching Forum

基　　金：2021年度海军工程大学教学发展基金项目“面向岗位任职的课堂教学模式改革”(nue202114224)。

摘　　要：针对首次任职课程教学直接服务于岗位的特点,以“船舶电气设备及自动控制装置”课程为例进行“理、实、装”分阶段递进式教学模式改革探索,确立“能力中心”根本导向,以岗位任职能力为核心教学目标,以装备原理与操作运用为基础,以故障排查、综合设计等复杂任务为延伸教学内容,采用任务情境驱动教学方法,突出能力考核,将“理、实、装”三方面教学元素有机统一起来,解决了“首次任职”课程重理论轻实践、教学内容与岗位装备割裂、教学实施枯燥灌输等典型问题,显著提高了课程教学效果。According to the characteristics that first post course teaching directly serves the position,taking the course Marine Electrical Equipment and Automatic Control Device as an example,a phased and progressive teaching reform exploration of“theory,practice,and equipment”is carried out.By establishing a fundamental orientation of“competency center”,with teaching objectives centered on job qualifications,with teaching content based on equipment principles and operational applications,extended by complex task issues such as trouble shooting and comprehensive design,with task situation-driven teaching methods,and focusing on competency assessment,three teaching elements of theory,practice and equipment are organically integrated to solve typical problems such as emphasizing theory over practice,separating content from post equipment,and boring teaching implementation in first-time courses,significantly improving the teaching effect of the course.

关 键 词：“理、实、装” 分阶段递进式 首次任职 

分 类 号：G642.0[文化科学—高等教育学]