基于小任务大挑战的项目进阶教学模式探讨——以传感器课程为例  

作　　者：杨健晟 杨兴 张梅[1] 党长青[1] 

机构地区：[1]贵州大学电气工程学院,贵阳550005

出　　处：《高教学刊》2025年第11期120-123,共4页Journal of Higher Education

基　　金：2023贵州省高等本科学校教学内容和课程体系改革项目“《传感器原理及应用》课程思政教学内容和课程体系改革”(2023030)。

摘　　要：该研究探讨一种新的项目式教学(PBL)模式,旨在通过“大挑战”引领“小任务”的进阶方式,替代传统的多个简单项目重复的教学模式。该文首先分析当前项目式教学中存在的问题,如项目与实际工程脱节和过度关注项目数量。针对这些问题,研究提出个人任务、小组任务和大组任务的三层次任务结构,以促进学生的知识掌握、团队协作和系统思维能力。该模式的实施不仅提升学生的技术技能,还增强他们的沟通能力和批判性思维能力。研究表明,深度项目能够更好地满足现代工程的复杂性需求,为学生未来的职业发展奠定基础。该文为教育工作者提供切实的理论与实践指导,以引入深度项目,从而培养学生的综合能力。This study explores a new Project-Based Learning(PBL)model that aims to replace the traditional approach of repeating multiple simple projects with a progressive structure driven by a"big challenge"and supported by"small tasks."This paper first analyzes existing issues in current PBL practices,such as the disconnect between projects and actual engineering,and the overemphasis on project quantity.In response to these issues,the study proposes a three-tier task structure consisting of individual tasks,group tasks,and large group tasks,designed to enhance students'knowledge acquisition,teamwork,and systems thinking skills.The implementation of this model not only improves students'technical skills but also strengthens their communication and critical thinking abilities.The research demonstrates that deep projects better meet the complexity demands of modern engineering and lay a solid foundation for students'future career development.This paper offers practical theoretical and methodological guidance for educators to introduce deep projects,thereby cultivating students'comprehensive capabilities.

关 键 词：项目式教学 深度项目 进阶学习 工程应用能力 传感器 

分 类 号：G642[文化科学—高等教育学]