本文選題：CDIO教育模式 + 大學(xué)物理實(shí)驗(yàn)教學(xué)��； 參考：《西北民族大學(xué)》2016年碩士論文

【摘要】：面對(duì)科學(xué)技術(shù)的飛速發(fā)展和日新月異,創(chuàng)新精神和創(chuàng)新能力成為各級(jí)教育部門培養(yǎng)人才的首要目標(biāo),也是衡量人才能力的重要標(biāo)準(zhǔn)。21世紀(jì)各高校都以創(chuàng)新教育作為自己的培養(yǎng)目標(biāo),目的在于培養(yǎng)、提高學(xué)生的綜合能力。如何培養(yǎng)學(xué)生在物理學(xué)方面既掌握扎實(shí)的理論基礎(chǔ),又具備嫻熟的操作技能、淵博的知識(shí)和一定的創(chuàng)新能力,以適應(yīng)融合其他學(xué)科的需求,已成為我們不可忽視的問(wèn)題。物理實(shí)驗(yàn)作為一門驗(yàn)證理論的課程,越來(lái)越受到各高校的重視。民族院校中少數(shù)民族學(xué)生約占全校學(xué)生的80%以上,物理課程作為全校理工農(nóng)醫(yī)科學(xué)生的公共基礎(chǔ)課,設(shè)立理論部分與實(shí)驗(yàn)部分,教學(xué)方式仍舊采用傳統(tǒng)授課模式,授課過(guò)程中教師先講解理論部分,根據(jù)教學(xué)大綱開(kāi)設(shè)實(shí)驗(yàn)驗(yàn)證理論、定律,按部就班地完成教學(xué)任務(wù)。學(xué)生因?yàn)檎n內(nèi)時(shí)間有限,跟著老師的思路,趕著記筆記、抄數(shù)據(jù),整個(gè)教學(xué)過(guò)程缺乏獨(dú)立思考,實(shí)驗(yàn)過(guò)程更是根據(jù)講義條例完成,學(xué)生主觀能動(dòng)性得不到發(fā)揮,缺乏創(chuàng)造性能力。因此,我們必須對(duì)現(xiàn)行物理實(shí)驗(yàn)課程從教學(xué)內(nèi)容、教學(xué)方式上進(jìn)行改革。在分析了大學(xué)物理實(shí)驗(yàn)與CDIO工程教育模式的國(guó)內(nèi)外現(xiàn)狀、民族院校物理實(shí)驗(yàn)教學(xué)現(xiàn)有情況之后,提出將大學(xué)物理實(shí)驗(yàn)教學(xué)與CDIO工程教育模式相結(jié)合,在普通物理驗(yàn)證性實(shí)驗(yàn)中采用傳統(tǒng)方法,在綜合設(shè)計(jì)性實(shí)驗(yàn)中采用CDIO模式進(jìn)行教學(xué)。文章主要以具體實(shí)驗(yàn)案例展開(kāi)實(shí)施實(shí)驗(yàn),在案例中采用了行動(dòng)研究法按照計(jì)劃、行動(dòng)、觀察與反饋的步驟觀察研究學(xué)生的具體表現(xiàn),學(xué)生6人一組,以實(shí)驗(yàn)項(xiàng)目驅(qū)動(dòng)學(xué)生積極思考,學(xué)生拿到項(xiàng)目后根據(jù)具體情況分配任務(wù),通過(guò)查閱網(wǎng)絡(luò)文字資源、數(shù)字媒體、圖書館文獻(xiàn)等方式搜集資料,團(tuán)隊(duì)之間互相分享知識(shí)到確定研究方案,實(shí)施實(shí)驗(yàn)過(guò)程以及到聯(lián)系生活實(shí)際,將知識(shí)推廣,這種模式與CDIO構(gòu)思、設(shè)計(jì)、實(shí)施、運(yùn)作的步驟一致,通過(guò)實(shí)驗(yàn)改革,學(xué)生學(xué)會(huì)了：管理帶隊(duì)不僅要誠(chéng)實(shí)守信,合作共贏,還要學(xué)會(huì)分享知識(shí),拓展知識(shí)面,提高學(xué)習(xí)效率。通過(guò)以項(xiàng)目為指導(dǎo),先對(duì)問(wèn)題抽象化再解決,在解決問(wèn)題的過(guò)程中學(xué)生探索知識(shí),學(xué)會(huì)與人交流溝通,鍛煉了學(xué)生的語(yǔ)言表達(dá)能力。因此,CDIO教學(xué)模式與大學(xué)物理實(shí)驗(yàn)教學(xué)相結(jié)合在一定程度上有助于促進(jìn)物理教學(xué),有利于學(xué)生綜合能力的提高與創(chuàng)造性思維的培養(yǎng)。
[Abstract]:In the face of the rapid development of science and technology, the spirit of innovation and the ability to innovate has become the primary goal of the education departments at all levels to train talents. It is also an important standard to measure the ability of talents. In the 21st century, all colleges and universities take innovative education as their own training goal, the purpose is to cultivate and improve the comprehensive ability of students. How to train the students to master the solid theoretical foundation, the skilled operation skill, the profound knowledge and the certain innovation ability in physics, has become the question which cannot be ignored by us. As a course of verifying theory, physics experiment is paid more and more attention by colleges and universities. The ethnic minority students account for more than 80% of the students in the universities for nationalities. As a public basic course for the students of science, engineering, agriculture and medicine, the course of physics has set up the theoretical part and the experimental part, and the teaching method still adopts the traditional teaching mode. In the course of teaching, the teacher explains the theory part first, and sets up experiments to verify the theory and law according to the syllabus, and completes the teaching task step by step. Because of the limited time in the class, students follow the teacher's thinking, take notes and copy the data. The whole teaching process lacks independent thinking. The experimental process is completed in accordance with the handout regulations, and the students' subjective initiative is not brought into play. Lack of creative ability. Therefore, we must reform the current physics experiment course from the teaching content and teaching method. After analyzing the present situation of college physics experiment and CDIO engineering education mode at home and abroad, and the present situation of physics experiment teaching in national universities, this paper proposes to combine college physics experiment teaching with CDIO engineering education mode. The traditional method is used in the general physical verification experiment and the CDIO mode is used in the comprehensive design experiment. The article mainly carries out the experiment with concrete experimental cases. In the case, the action research method is used to observe the concrete performance of the students according to the steps of plan, action, observation and feedback. The students are divided into six groups. The experimental projects drive students to think positively. After they get the project, the students assign tasks according to the specific conditions, and collect information by consulting the network text resources, digital media, library documents, and so on. Teams share knowledge with each other to determine research programs, implement the experimental process, and connect to the realities of life. This model is consistent with the steps taken by CDIO to conceptualize, design, implement, and operate, through experimental reform. Students learn: management team not only honest and trustworthy, win-win cooperation, but also learn to share knowledge, expand knowledge, improve learning efficiency. Under the guidance of the project, the problem is abstracted and then solved. In the process of solving the problem, the students explore knowledge, learn to communicate with others, and exercise the students' language expression ability. Therefore, the combination of CDIO teaching mode and college physics experiment teaching can help to promote physics teaching, improve students' comprehensive ability and cultivate creative thinking to a certain extent.
【學(xué)位授予單位】：西北民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G642;O4-4
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本文編號(hào)：1916380