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本文通过比较高职建筑装饰CAD翻转课堂教学与传统教学方式的不同,以此了解翻转课堂在建筑装饰CAD学习过程中的重要性。通过深入探讨翻转课堂,落实翻转课堂的具体教学方法,改变传统教学理念,提高建筑装饰CAD课程教学效率;以培养高素质人才为主要目的,帮助高职建筑装饰CAD学科更好地进行知识普及和技术的教育过程。 相似文献
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针对高职软件类课程在现有教学模式下存在的问题,本文对翻转课堂教学模式进行了理论研究,提出了在高职软件类课程中应用翻转课堂的必要性,并对翻转课堂在UG课程中的实践过程进行了详细阐述,实践证明实施翻转课堂的教学模式对高职学生自主性和职业素养的提升具有很大帮助。 相似文献
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"互联网+"背景下化工生产技术课程混合式教学模式改革与实践 总被引:1,自引:0,他引:1
教育信息化已成为"互联网+"时代的新趋势,从高职"化工生产技术"专业技术技能核心课程为切入点,对"互联网+"背景下课程混合式教学模式改革进行探索与实践,充分利用网络平台和网络资源优势,通过课前自主学习、课堂理实一体化教学、课后拓展提升三个阶段实施线上线下混合式教学。这种混合式教学模式不仅激发了学生的学习兴趣,也提升了学生自主、协作学习的能力,同时满足学生的个性化差异,提高学生职业综合能力和职业素质。 相似文献
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信息化教学设计重点在于信息化教学设计的思路、学习情境和课程的资源准备,自主学习任务书设计、课堂活动设计和反馈评价设计,引导学生利用信息资源自主学习,教师进行有针对性指导,翻转课堂为信息化教学的改革提供了新的思路,本文以固体废物处理处置技术课程为例从课前翻转、学生自主学习任务书设计内容、课堂构建情境、课堂活动设计等方面探讨信息化教学设计。 相似文献
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随着互联网的发展推动着信息化教育的发展,翻转课堂等教学模式成为研究的热点。以"药品分析与检验"课程为例,结合翻转课堂教学模式,阐述了信息化课程资源建设的思路、成效与利用情况,提出信息化资源应与网络教学平台相结合使用,提高资源的利用率,并注重资源积累。 相似文献
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近年来,国内学者对翻转课堂的相关研究主要集中在翻转课堂的阐述介绍和教学模式探究等方面,很少从实践的角度进行探究。笔者对北京石油化工学院的大学英语课程进行了翻转课堂教学实践,并针对出现的问题进行了反思和再实践;根据学生的英语水平和学习能力调整翻转课堂的实践模式,重新定位师生角色,有针对性地完善课前视频材料,摸索出了切实可行的翻转课堂实施步骤和学习模式。“翻转课堂”给大学英语教学带来了实效,提高了学生的英语综合应用能力。 相似文献
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探究教学作为现代教学的一种模式,其实质是将科学领域的探究引入到学生的学习过程中,使学生通过类似于科学家的探究过程来获取知识、培养科学探究能力的一种教学方法。化学实验也特别强调学生的实验设计能力,观察能力,动手能力和科学探究能力,怎样在课堂教学中用实验体现学生的主体性呢?本文对探究性实验教学的设计原则、模式和策略,并以《检验含碘食盐成分中的碘》为例进行了分析,既有理论依据,又有实践探索。 相似文献
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《有机化学》是高校生物制药、化学、制药工程等专业的必修课程,为激发学生学习的兴趣与主动性,保证教学效果,教师必须积极改进现有教学模式,探索运用翻转课堂的重要性及策略、注意事项,充分发挥翻转课堂的价值,以便提高教学效果,促使学生提高学习效率和自主学习能力。 相似文献
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Transport Phenomena is a core subject in Chemical Engineering studies. Its fundamentals need significant effort to be understood. Furthermore, students must apply theory to solve practical engineering problems, and it is usually problem resolution which has the largest weight in course assessment. However, due to the high amount of theory that must be covered in Transport Phenomena courses, usually little classroom time is reserved for practice and problem-solving skills are not worked in class. This constitutes a serious misalignment between learning activities, expected outcomes and evaluation. In this article, we propose the flipped classroom as a suitable methodology to solve this issue. As a pilot study, we flipped one unit of the Transport Phenomena course of the Bachelor’s Degree in Chemical Engineering. Theory was provided through whiteboard animated video before the classroom sessions. Classroom time was mainly dedicated to participative discussion and problem solving in small groups. Satisfaction questionnaires were used to monitor student perception of learning quality before and after the methodology update. Student judgement on the interest of the subject and the value of the learnt concepts boosted about 20% on average with the flipped classroom. Around 70% of the surveyed students reported that the new methodology increased their motivation and that it helped them to learn both theory and practice. These results indicate that the flipped classroom is suitable for highly-technical classes with a large amount of complex theory, and it helps in the understanding and application of such theory. 相似文献
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构建以专业实践平台和综合实践平台为内容的第二课堂实践教育体系,完善新能源材料与器件专业的人才培养模式,有助于激发学生创新意识和培养学生创新能力。专业实践平台包括实验实训、科研训练和科技竞赛等,综合实践平台包括班级文化、思想教育、心理健康、创新创意、社会实践和文体活动等。多种形式的第二课堂实践活动是提高新能源学生综合素质的有效手段。 相似文献
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注塑模CAD/CAE/CAM集成系统的开发及实用化 总被引:1,自引:0,他引:1
本文全面地介绍了注塑模CAD/CAE/CAM集成系统的开发思想及主要方法。基于微机开发的注塑模CAD/CAE/CAM系统能辅助模具设计师完成全套注塑模的设计,并模拟塑料熔体在模腔中的流动过程、分析冷却系统的效率,CAM软件可直接对CAD的结果进行数控编程,从而实现CAD/CAM一体化。文中还针对实用化过程中所遇到的主要问题进行了讨论。 相似文献
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Two core courses have been given for several years to senior chemical engineering undergraduate students in flipped format, combining pre-class online preparation by the students, “class meetings” with the lecturer, and “active tutorials,” in which groups of students solve exercises. In 2020/21, the COVID-19 lockdown imposed online teaching of these courses to the 54 enrolled students. The objective of work presented in this paper is to explore the impact of the remote flipped classroom design on students' learning experience and achievements, in comparison to the regular flipped class in which only the first preparation phase was online. Because the course was taught completely online, a plethora of data was for the first time made available to support a thorough study of the course teaching protocol, including data from Panopto Analytics®, Zoom and Moodle logs, extensive self-report surveys, as well as actual learning outcomes (exam results). Statistical analyses including multivariate regression were performed to determine which factors most affect learning outcomes. The student surveys indicate that of the three class steps, the “active tutorial” gives students the most confidence in their mastery. Furthermore, analysis indicates that active students think that they benefit more than do passive students, as reflected by both self-reporting and final exam performances. The importance of underlying ability, as indicated by the GPA is a principal conclusion from the regression model, which also identifies attendance of “active tutorials” as a dominant positive effect on exam grades. Two important conclusions of our work are that the online and face-to-face versions of our flipped approach achieve indistinguishable learning outcomes and that students’ perceived confidence in their mastery is highest after the active tutorial. 相似文献