基于“4C+P”教学模式的通信工程课程的教学研究与实践  

Teaching Research and Practice of Communication Engineering Courses Based on the “4C+P” Teaching Model

作　　者：周流平 钟少波[1] ZHOU Liu-ping;ZHONG Shao-bo(Guangzhou Railway Polytechnic,Guangzhou 511300,China)

机构地区：[1]广州铁路职业技术学院,广东广州511300

出　　处：《南方职业教育学刊》2024年第4期62-69,93,共9页Journal of Southern Vocational Education

基　　金：“双高”引领下基于创新平台的高职信息技术类专业专创融合创新人才培养模式探究(2021GXJK620)。

摘　　要：秉承以学生为中心的教学理念,围绕轨道交通通信工岗位要求,以培养铁路通信工职业技术技能为目标,针对学生实践课程中知识—技能迁移能力薄弱的特点,以桑代克学习迁移理论为依据创设“4C+P”的线上线下混合式教学模式。同时,分析生源差异化特点,采用“朋辈帮扶、异步实施”的教学方法弥补个体差异。构建多元多维综合教学评价体系,注重技能考评的同时加强学生职业素养的提升,践行技能与思政双轨并行。实践表明,课程教学改革使不同基础的学生都能获得有效的能力训练,实践教学质量显著提高。This study adopts a student-centered teaching philosophy to cultivate professional technical skills for railway communication workers,aligning with job requirements in rail transit communication.To address the weakness in knowledge-skill transfer observed in students' practical courses,this study developed a “4C+P” blended teaching model,integrating online and offline components based on Thorndike's theory of learning transfer.Recognizing the diverse characteristics of the students,this study implemented a “peer support and asynchronous implementation”teaching method to accommodate individual differences.This study also constructed a multi-dimensional,comprehensive teaching evaluation system that emphasizes skill assessment while fostering students' professional qualities.This approach implements a dual-track strategy,combining technical skills development with ideological and political education.Practical implementation of this course teaching reform has demonstrated its effectiveness in providing capacity training for students with varying foundational knowledge.Results indicate a significant improvement in the quality of practical teaching across diverse student groups.

关 键 词：桑代克学习迁移 教学评价 “4C+P”教学模式 职业素养 

分 类 号：G712[文化科学—职业技术教育学]