基于“五步法”和“四阶一体”模式的机电类大学生技术技能提升路径研究  

作　　者：孙磊厚[1] 朱江[1] 邓志辉[1] 

机构地区：[1]常州信息职业技术学院智能装备学院,江苏常州213164

出　　处：《高教学刊》2024年第30期164-167,共4页Journal of Higher Education

基　　金：江苏省高等教育教改研究课题“新工科背景下机电类专业创新创业型人才培养模式改革与实践”(2023JSJG659);江苏省“青蓝工程”优秀教学团队“机电一体化技术”(苏教师函[2021]11号)。

摘　　要：针对大部分高职学生学习主动性不高的问题,该文提出“五步法”课程思政模式,激发学生探索知识的潜力。为能够让学生全过程反馈式参与课程学习,研究“理-虚-实-创”四阶一体课程体系。在教师引导下,学生通过在线课程反复学习,对基础知识有一定的了解;下一步通过软件建立模型进行仿真,对理论知识进行验证加深理解;然后利用实训设备完成项目任务;在此基础上,教师给出企业生产中的实际案例,鼓励学生解决此类问题,学生在此过程中遇到不明白的知识点再回到书本进行理论知识学习。通过近几年的实践,教学质量明显提高,学生在各类大赛中均有获奖,同时受到用人单位的好评。In light of the issue that vocational students often lack motivation to learn,this paper proposes the five-step model of curriculum ideology and politicsto stimulate students'potential for knowledge exploration.To ensure active student engagement throughout the curriculum,this study examines a four-stage integrated curriculum system called"Theory-Virtuality-Reality-Innovation".Under teacher guidance,students engage in repeated learning through online open courses to develop a foundational understanding of key concepts.Subsequently,virtual simulation software is employed to deepen their comprehension.Practical tasks are then completed using training equipment,followed by teachers presenting real-life cases from enterprise production and encouraging students to solve related problems.When encountering difficulties during this process,students refer back to theoretical knowledge in textbooks for further understanding.Over recent years of implementation,the teaching quality has been significantly enhanced,resulting in students'remarkable achievements in various competitions and their high recognition from employers.

关 键 词：应用型创新人才 五步法 课程思政 理-虚-实-创 课程体系 

分 类 号：G719.21[文化科学—职业技术教育学]