本文選題：光通信 + 理論教學　； 參考：《實驗室研究與探索》2017年07期

【摘要】：介紹了光學設(shè)計仿真教學與實踐教學(包括:理論教學、演示實驗、光學設(shè)計仿真實驗和實踐教學平臺4個教學環(huán)節(jié))互補性研究的教學目的及方法,主要針對大學生專業(yè)思維能力培養(yǎng)訓練的提高(包括4個方面)進行了詳細闡述。近幾年來,教學團隊通過對空間光通信創(chuàng)新實驗課教學新方法的不斷完善和大學生專業(yè)思維能力培養(yǎng)的訓練,調(diào)動了大學生追求真知和探索科學奧秘的積極性,提高了大學生綜合分析問題和解決問題的能力,切實加強了大學生專業(yè)思維能力和綜合創(chuàng)新動手能力的培養(yǎng),教學質(zhì)量有了大幅提升。并列舉了部分大學生的創(chuàng)新例證,達到了大學生鍛煉自己、培養(yǎng)專業(yè)思維能力訓練及綜合創(chuàng)新動手能力的目的。
[Abstract]:This paper introduces the teaching aims and methods of the complementary research between optical design simulation teaching and practical teaching, including four teaching links: theory teaching, demonstration experiment, optical design simulation experiment and practical teaching platform.This paper expounds in detail the improvement of college students'professional thinking ability training (including four aspects).In recent years, through the continuous improvement of new teaching methods and the training of college students' professional thinking ability, the teaching team has aroused the enthusiasm of college students to pursue true knowledge and explore the scientific mystery.It improves the ability of comprehensive analysis and problem solving of college students, strengthens the cultivation of college students' professional thinking ability and comprehensive creative ability, and the teaching quality has been greatly improved.Some innovative examples of college students are listed to achieve the purpose of training themselves, training professional thinking ability and synthetically innovating practical ability.
【作者單位】： 電子科技大學物理電子學院;
【基金】：國家自然科學基金項目(61271167) 四川省教育廳(2013—2016年高等教育人才培養(yǎng)質(zhì)量和教學改革)研究項目“數(shù)學物理建模;仿真與光通信創(chuàng)新實踐教學改革”
【分類號】：G642;O43-4
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本文編號：1766663