混合式教学模式背景下通信原理课程考核体系改革与探索  

Reform and Exploration of the Assessment System for Communication Principles Course under the Background of Blended Teaching Mode

作　　者：胥田田 雷锡骞 秦玉娟 龚成莹 Xu Tiantian;Lei Xiqian;Qin Yujuan;Gong Chengying(Electronic Information Engineering College,Lanzhou Institute of Technology,Lanzhou,730050,China)

机构地区：[1]兰州工业学院电子信息工程学院,甘肃兰州730050

出　　处：《中国现代教育装备》2024年第21期105-108,共4页China Modern Educational Equipment

基　　金：2022年兰州工业学院校级一流课程建设项目“‘通信原理’课程”(编号:2022-5);2023年兰州工业学院创新创业教育教学改革研究项目“面向‘专创融合’的通信原理课程教学改革研究”(编号:LGYCXJG-23-14);2023年兰州工业学院创新创业教育教学改革研究项目“以MATLAB程序设计探索学生创新创业能力培养”(编号:LGYCXJG-23-09)。

摘　　要：针对原有考核方式存在的问题,以及不同专业、课程学时、学情等情况,探索多元化、全过程“1+N”通信原理课程考核方式,构建混合式教学模式背景下的课程考核体系。首先,从改善学生难学、教师难教的角度优化课程考核目标。其次,从课程考核实施方案及考核总体设计方面调整课程考核方法,并详细阐述具体评分标准。最后,分析实践效果。新的考核体系能够提升学生在创新意识、理论联系实践、综合应用等方面的能力。In view of the problems existing in the original assessment methods,as well as the situations of different majors,course hours and learning conditions,the paper explores diversified and whole-process"1+N"communication principles course assessment methods,and builds a course assessment system under the background of blended teaching mode.Firstly,optimize the curriculum assessment objectives from the perspective of improving students'difficulty in learning and teachers'difficulty in teaching.Secondly,adjust the course assessment methods from the implementation plan and overall design of the course assessment,and elaborate on the specific scoring standards in detail.Finally,analyzing the practical effects can enhance students'abilities in innovation awareness,linking theory with practice,and comprehensive application.

关 键 词：通信原理 混合式教学 课程考核 多元化 

分 类 号：G642[文化科学—高等教育学]