对分课堂教学模式在军校专业背景课程中的实践——以“雷达基础理论”课程为例  

Practice of Presentation-assimilation-discussion Classroom Teaching Mode in the Professional Background Course of Military Academy:Taking Basic Theory of Radar as an Example

作　　者：戴凌燕[1] 柳成荫 谢文冲[1] 陈风波[1] DAI Ling-yan;LIU Cheng-yin;XIE Wen-chong;CHEN Feng-bo(Early Warning Technique Department,Air Force Early Warning Academy,Wuhan,Hubei 430019,China)

机构地区：[1]空军预警学院预警技术系,湖北武汉430019

出　　处：《教育教学论坛》2024年第20期139-142,共4页Education And Teaching Forum

基　　金：2021年度空军预警学院教学成果立项培育课题“‘雷达基础理论’课程教学模式创新探索与实践”。

摘　　要：针对专业背景课“雷达基础理论”课程教学以教师为中心、不利于学生知识学习和能力培养的实际,探索并实践了基于对分课堂教学模式的课程教学改革。在充分论证对分课堂可行性的基础上,分别阐述了对分课次的选取原则、对分课堂实施过程及相应的过程性考核评价。教学实践表明,对分课堂突出了学为主体,调动了学生的学习积极性,提升了教学质量。最后,从课堂讲授、小组组织、对话交流三个方面进行教学反思,以期为其他课程实施对分课堂教学提供有益借鉴。In view of the teacher-centered teaching of professional background course Basic Theory of Radar,which is not conducive to students' knowledge learning and ability cultivation,the teaching reform based on the PAD classroom teaching mode is explored and practiced.On the basis of fully demonstrating the feasibility of the PAD classroom teaching mode,the selection principles of PAD classes,the implementation process and the corresponding process assessment are elaborated respectively.The teaching practice results indicate that in the PAD classroom the students can learn as the main body,the enthusiasm of students in learning is aroused,and the quality of teaching is improved.In order to provide useful reference for the implementation of PAD classroom teaching for other courses,the teaching reflection is carried out from the three aspects of classroom teaching,group organization,dialogue and communication.

关 键 词：对分课堂 教学模式 教学效果 实践 

分 类 号：G642.0[文化科学—高等教育学]