环境水文学授课逻辑体系优化案例分析  

作　　者：刘莹[1] 

机构地区：[1]山东大学,济南250100

出　　处：《高教学刊》2024年第34期49-52,共4页Journal of Higher Education

基　　金：山东大学教育教学改革研究项目“强化工程实践能力培养的环境水文地质学教材建设”(2023Y109)。

摘　　要：为解决学生在应用环境水文学开展实践工作过程中所存在的上手慢问题,在教学过程中针对环境水文学的授课逻辑体系进行梳理,提出以“实践-理论-实践-方法”为框架的新体系,并通过河川径流情势特征值分析的授课案例,验证该逻辑体系的实用性和有效性。主要教学过程包括依据工程实践需求进行理论原理和概念的导入,将相应的水文分析方法整合到实践工作流程中展开论述,以及非典型工程实践问题处理技巧的训练。对授课效果依次开展短期、中期和长期检验,证实新的授课逻辑体系提升学生在课堂上解答习题的能力,完成后序实践课程的能力,以及就业后开展实际工作的上手能力。In order to increase the engineering problem-solving ability of students during the utilization of environmental hydrology,the teaching logic for Environmental Hydrology was re-organized according to a new framework of"practice-theory-practice-method".The new teaching logic was utilized for teaching characteristic value analysis of river runoff situation,and the efficiency of the new teaching logic was evaluated.The main teaching process included:the introduction of theoretical principles through engineering cases,the practice of hydrological analysis methods according to standard working procedures,and the training of specific engineering problem-solving skills.According to the results of short-term,medium-term,and long-term evaluations,the new teaching logic enhanced the ability of students for completing exercises,course design,and engineering practice after graduation.

关 键 词：水文分析 河川径流 实践能力培养 授课逻辑体系 教学案例 

分 类 号：G642[文化科学—高等教育学]