基于公安业务需求的双循环任务驱动式教学创新——以制图模型与算法课程为例  

Dual Cycle Task-Driven Teaching Innovation Based on Public Security Business Demand—Taking Visualization, Model and Algorithm Course as an Example

作　　者：侯学慧[1] 刘继红[1] 

机构地区：[1]新疆警察学院信息安全工程系,新疆 乌鲁木齐

出　　处：《创新教育研究》2024年第12期630-638,共9页Creative Education Studies

基　　金：2024年度自治区高校本科教育教学研究和改革项目普通教改“以公安业务需求为导向的双循环驱动式教学改革–《制图、模型与算法基础》课程”,2023年新疆警察学院校级教育教学研究和改革项目普通教改,项目编号JG20230109,2024年新疆警察学院校级科研创新团队项目(数据建模与智能计算),项目编号:XJKYKJTD202401。

摘　　要：制图模型与算法课程具有理论、技术难、更新较快、与公安业务需求结合紧密、应用性强的特点,存在学生基础弱、实操能力差、内容与公安业务需求脱节、学习资源少、实验环境单一等真实问题。提出以公安业务需求为导向的“理论”“实验”双循环任务驱动式教学法,通过任务驱动、翻转课堂、第二课堂高阶知识拓展三个环节,实现培养的学生可以直接参与公安大数据工作,熟悉公安大数据建模平台,动手实验能力强,能够解决实际问题。教学途径通过重构教学内容“实战建模案例”、“理论 + 实验”双循环任务驱动教学、“滴灌式”课程思政融入、自主建设大数据建模平台、过程性终结考核评价体系,实现学生警务大数据建模能力的培养。The course of Visualization, Model and Algorithm has the characteristics of theory, technical difficulty, rapid update, close integration with the needs of public security business, and wide application. There are some real problems such as students’ weak foundation, poor practical operation ability, disconnection between content and the needs of public security business, few learning resources, and single experimental environment. We put forward the two-cycle task-driven teaching innovation guided by the actual needs of public security. Through three links of task-driven, flipped classroom and advanced knowledge expansion in the second classroom, the cultivated students can directly participate in the big data work of public security, be familiar with the big data modeling platform, have strong experimental ability and can solve practical problems. Teaching innovation through the reconstruction of teaching content “Practical Modeling Cases”, “Theory + Experiment” double cycle task-driven teaching, “Drip Irrigation” curriculum ideology and politics, independent construction of big data modeling platform, process of final assessment and evaluation system, can train s

关 键 词：公安实战模型案例 任务驱动 自建大数据建模平台 以赛促学 

分 类 号：H31[语言文字—英语]