新工科背景下混合式课程教学模式探索与实践——以混凝土结构基本原理课程为例  

Exploration and practice of mixeded teaching mode under the background of new engineering:taking basic principles of concrete structure as an example

作　　者：李艳[1] 刘泽军[1] LI Yan;LIU Zejun(School of Civil Engineering,Henan Polytechnic University,Jiaozuo 454000,P.R.China)

机构地区：[1]河南理工大学土木工程学院,河南焦作454000

出　　处：《高等建筑教育》2024年第5期70-76,共7页Journal of Architectural Education in Institutions of Higher Learning

基　　金：河南省高等教育教学改革研究与实践重点项目(2021SJGLX025Y);河南省本科线上线下混合式一流课程(豫教[2021]21941);河南省高等教育教学改革研究与实践重点项目(2021SJGLX120);河南省高等学校教学名师工作室专项(豫教[2022]27520);河南省研究生教育改革与质量提升工程项目(YJS2023ZX07);河南省研究生教育改革与质量提升工程项目(YJS2023JC06)。

摘　　要：新工科背景下对人才培养提出了新要求,线上线下混合式教学逐步成为高校教学的新常态。课程是人才培养的核心要素,课程质量直接决定人才培养质量。结合混凝土结构基本原理课程,从课程目标、教学方法及手段、教学评价机制、课程思政等方面对课程进行多维度教学设计,突出“以学生发展为中心”的教育理念,通过一体化教学助力学生完成了“知识、实践、能力”的转化,同时,将思政元素融入专业课建设中,彰显课程育人新理念,构建了适应新工科人才培养要求的新型教学模式,对保证人才培养质量具有重大意义。New engineering has brought great challenges to the teaching mode of higher education,and online and offline mixed teaching has gradually become the new normal of university teaching.Curriculum is the core element of talent training,and the quality of curriculum directly determines the quality of talent training.Combined with the course of basic principles of concrete structure,the teaching design is carried out from the aspects of course objectives,teaching methods and means,teaching evaluation mechanism and ideological and political education.The educational concept of focusing on student development is highlighted.Based on the integrated teaching design,students can complete the transformation from knowledge and practice to capability.Furthermore,ideological and political elements are integrated into the construction of specialized courses,which highlights the new concept of curriculum education.On the whole,a new teaching mode is established to meet the requirements of talent cultivation of emerging engineering education,which is of great significance to ensure the quality of talent training.

关 键 词：新工科 土木工程 混合式教学 教学模式 课堂教学 

分 类 号：G642[文化科学—高等教育学] TU3-4[文化科学—教育学]