虚拟仿真金属材料数字化课程“三位一体”创新实践  

Innovative practice of“Trinity”teaching in digital courses of metal materials based on virtual simulation

作　　者：李雪姣[1] 崔巍巍[1] 康福伟[1] 王永亮[1] 赵思聪[1] 王继华[1] 陈昊[1] 吴子剑[1] 王新铭 LI Xuejiao;CUI Weiwei;KANG Fuwei;WANG Yongliang;ZHAO Sicong;WANG Jihua;CHEN Hao;WU Zijian;WANG Xinming(School of Materials Science and Chemical Engineering,Harbin University of Science and Technology,Harbin 150040,China)

机构地区：[1]哈尔滨理工大学材料科学与化学工程学院,黑龙江哈尔滨150040

出　　处：《高师理科学刊》2025年第3期104-110,共7页Journal of Science of Teachers'College and University

基　　金：黑龙江省高等教育教学改革研究项目(SJGY20220314,SJGY20220313,SJGY20220312);黑龙江省高等教育学会课题(23GJYBB078);哈尔滨理工大学校级教育教学研究课题(XJJYKT2024017)。

摘　　要：在推进教育数字化背景下,数字信息技术已深度融入高校课程,虚拟仿真实验教学是数字化与实践教学高度融合的产物.以金属材料课程为例,将最新科研成果引入课堂,构建金属真空热处理虚拟仿真实验智慧教学平台,开展虚拟仿真模块+课程云平台+移动交互端“三位一体”的混合教学研究,并对学生的学习行为规律和效果进行评价.将此模式推广到其他工科类专业课,对于培养数字化时代的新工科类人才具有重要的研究意义.Under the background of promoting educational digitalization,the digital information technology is deeply integrated with education and teaching in the course construction of higher education institutions.Virtual simulation experimental teaching is a product of the high integration of digitalization and practical teaching.Taking the metal materials course as an example,the latest scientific research achievements are introduced into the classroom to build a smart teaching platform for metal vacuum heat treatment virtual simulation experiments.A mixed teaching research model is implemented,integrating a virtual simulation modules,course cloud platforms,and mobile interaction terminals,and the learning behavior patterns and effectiveness of students are evaluated.Extending this model to other specialized engineering courses is crucial for fostering new engineering talents in the digital era,which holds significant research implications.

关 键 词：新工科 教育数字化 金属材料 虚拟仿真 

分 类 号：TB31[一般工业技术—材料科学与工程]