本文選題：教學(xué)理論 + 工程制圖�。� 參考：《西南大學(xué)》2013年碩士論文

【摘要】：知與行是人類活動(dòng)的基本結(jié)構(gòu)。在人類活動(dòng)的起初,知和行是融合的,隨著人類活動(dòng)的不斷深入,以及獲得經(jīng)驗(yàn)的不斷豐富,他們對(duì)活動(dòng)對(duì)象的理解就越來越深刻,在此基礎(chǔ)上形成了理論——對(duì)活動(dòng)對(duì)象的系統(tǒng)的“知”,理論則沿著自身的邏輯不斷發(fā)展和變化,并有一個(gè)群體專門為知之做深入研究,于是知與行慢慢的開始分離。本研究認(rèn)為,《工程制圖》教學(xué)中的辯證邏輯思維探析、辯證邏輯思維教學(xué)理論研究者與教學(xué)實(shí)踐工作者之間存在著一個(gè)虛空。辯證邏輯思維是填充虛空的認(rèn)識(shí)中介,《工程制圖》教師是填充虛空的主體中介�！豆こ讨茍D》教學(xué)的出現(xiàn)會(huì)健全工程類各專業(yè)教學(xué)工作者隊(duì)伍的結(jié)構(gòu),使相關(guān)教學(xué)工作者各就其位、各司其職、相互協(xié)作,能夠使教學(xué)理論與教學(xué)實(shí)踐變得和諧,并有效促進(jìn)辯證邏輯思維能力的發(fā)展,進(jìn)而深化教學(xué)改革。而目前,在我國(guó)的高職教育中,卻忽略了對(duì)辯證邏輯思維方法的應(yīng)用,或者存在著沒有很好地將辯證邏輯的理論與教學(xué)有利的結(jié)合起來的問題,從而教學(xué)效果不明顯,學(xué)生的學(xué)習(xí)思維能力不能得到有利的提升。 本研究圍繞《工程制圖》教學(xué)中的辯證邏輯思維做初步的系統(tǒng)研究。教學(xué)理論只有通過教學(xué)思維與教學(xué)實(shí)踐結(jié)合才能發(fā)揮作用,這也是教師完成教學(xué)任務(wù)的過程。在這一過程中,籌劃、解釋、設(shè)計(jì)和建構(gòu)模型都是教師經(jīng)常運(yùn)用的方法,然后通過問卷調(diào)查法、利用SPSS統(tǒng)計(jì)軟件對(duì)調(diào)查收集的數(shù)據(jù)進(jìn)行多元的探索性因素分析,從而建構(gòu)了教學(xué)工程師的素質(zhì)結(jié)構(gòu)模型,態(tài)度、知識(shí)與觀念、能力三個(gè)維度直接反應(yīng)《工程制圖》教師的素質(zhì)結(jié)構(gòu)。目前,《工程制圖》教師普遍存在辯證邏輯思維教學(xué)修養(yǎng)和境界、學(xué)科修養(yǎng)和境界相對(duì)比較欠缺,以及工程意識(shí)、工程思維能力、工程修養(yǎng)欠佳。因此,結(jié)合教師應(yīng)負(fù)有的責(zé)任和肩負(fù)的使命以及應(yīng)具備的素質(zhì),分析其素質(zhì)現(xiàn)狀和培養(yǎng)現(xiàn)狀,在此基礎(chǔ)上提出了《工程制圖》教師要遵循的培養(yǎng)原則和培養(yǎng)途徑。
[Abstract]:Knowledge and action are the basic structure of human activities. At the beginning of human activity, knowledge and action were merged, and as human activities deepened and gained more experience, their understanding of the object of the activity became more and more profound. On this basis, the theory of "knowledge" of the system of the active object is formed, and the theory develops and changes along its own logic, and a group of people do in-depth research for it, so the knowledge and the action begin to separate slowly. This study holds that there is a void between the researchers of dialectical logic thinking teaching theory and the teaching practice workers in the teaching of engineering drawing. Dialectical logic thinking is the cognitive medium to fill the void, and the teacher is the main intermediary to fill the void. The appearance of teaching will improve the structure of the teaching staff of engineering majors. By making the relevant teaching workers have their own roles and responsibilities and cooperate with each other, we can make the teaching theory and teaching practice harmonious, and effectively promote the development of dialectical logical thinking ability, and then deepen the teaching reform. But at present, in the higher vocational education of our country, the application of dialectical logic thinking method is neglected, or there is the problem that the theory of dialectical logic is not well combined with teaching, so the teaching effect is not obvious. This study focuses on the dialectical logic thinking in the teaching of Engineering drawing. Teaching theory can play a role only through the combination of teaching thinking and teaching practice, which is also the process for teachers to complete their teaching tasks. In this process, planning, explaining, designing and constructing models are often used by teachers, and then through questionnaire survey, using SPSS statistical software to carry out multi-element exploratory factor analysis of the data collected in the survey. Thus, the three dimensions of quality structure model, attitude, knowledge and concept, and ability of teaching engineers directly reflect the quality structure of teachers. At present, the teachers of Engineering drawing generally have the teaching accomplishment and realm of dialectical logic thinking, the relative lack of discipline accomplishment and realm, and the poor engineering consciousness, engineering thinking ability and engineering accomplishment. Therefore, according to the responsibility, mission and quality of teachers, this paper analyzes the present situation of quality and cultivation of teachers, and puts forward the training principles and ways for teachers to follow.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：B811-4

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