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机械原理实践教学改革的思考与实践 总被引:1,自引:1,他引:0
机械原理课程是机械类各专业中的一门主干技术基础课,它在培养高级工程技术人才中,具有增强学生对机械技术工作的适应能力和开发创造能力的作用。我校的机械原理教学有着良好的传统,老一代教师毕业于国内各知名大学,他们集各家所长,为我校的机械原理教学奠定了良好的基础。随着计算机的普及与应用,任课教师较早地预见到它将引起机械原理教学内容与教学方法的变革。自从70年代末,我校有了第一台计算机,80年代初开始将计算机引入教学,80年代中期开始开发计算机辅助教学软件,为学生的课程实践提供必要的条件。 相似文献
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课程改革的目标强调指出:要改革课程目标过分注重传承知识的倾向,强调课程要促进每个学生身心健康发展,培养良好品德,培养终身学习的愿望和能力;改革教学过程中过分注重接受学习、机械记忆、被动模仿的倾向,倡导学生主动参与、交流合作、探究发现等多种学习活动,改进学习方式,最终激发学生兴趣,提高学生的综合能力.为了实现这一目标,我从语文教学角度浅谈一下课堂教学: 相似文献
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机械基础教学是一项内容抽象不易理解的课程,难点比较多,机械基础教学要求学生要实际操作,只有一次次实际操作才能更好的理解机械基础知识。机械基础教学对于机械制造及其自动化方面有重要作用,学好机械基础教学对于未来就业及专业发展都有重大影响。但是,机械基础教学中还存在很多弊端,这些弊端影响着学生对于机械基础教学的兴趣,阻碍了机械基础教学的发展。 相似文献
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培养学生的创新能力是教学的重要目标,在日常教学中,我们要创设情境,培养创新意识;要诱发动机,培养创新精神;要结合教材,培养创新能力…… 相似文献
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音乐教学过程中的创造性思维活动占有重要的位置,作为音乐教师,我们在教学中要重视对学生创造性思维能力的培养,在音乐教学中培养学生的创造思维要做到多问、多想、多做. 相似文献
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如何在数学教学中的实施创新教育,教师首先要突破思维定势,在课堂教学中采取多种教学方法和渠道,激发学生学习兴趣,科学的指导学生学习,培养学生良好的学习习惯,同时要注重知识间的联系,在教学中渗透数学思想方法的教育,培养学生的创新能力. 相似文献
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冶金原理课程教学中注重对学生能力培养的探讨 总被引:1,自引:0,他引:1
从应用型本科冶金工程专业的教育特征出发。对冶金原理课程教学中注重对学生的学习能力、实践能力和创新能力培养进行了探讨,提出了在课程内容、教学方法、实践教学环节中注重能力培养的途径和方法,在此基础上促进学生创新、创业能力的发展。 相似文献
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文中论述探究性教学是培养学生创新能力的一种重要教学模式,要使这一教学模式产生好的效果,要善于根据学生的心理特点,激趣引题;要善于挖掘教材中知识发现的过程;要注重实验的探究性教学,培养学生知识的创新:要将学科的学法指导贯穿在教学过程. 相似文献
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王静宜 《Canadian Metallurgical Quarterly》2011,21(5)
在高校健美操教学中,重视培养审美意识的独特的作用,有助于提升健美操课程的价值,促进学生对健美操运动美的感受力、创造力、表现力、鉴赏力。这样在现今多种多样的健身方式中,才能使学生对健美操的教学内容产生更高的兴趣,从而促进他们全面发展、提高其综合素质。 相似文献
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张雪梅 《Canadian Metallurgical Quarterly》2011,21(7)
一直以来,因为对如何评价学生学习,特别是通过实时性评价学生学习状况,及时的调整教学策略,最大限度地调动学生学习的自主性、积极性的重视不够。教学评价常被简化成一种机械的考核手段,划分等级成了评价的唯一,激发学生学习兴趣和反馈教学都变得十分苍白。因此,探索一套完整、系统、可行的形成性评价体系对教和学都意义深远。这里就以大学英语课程为例,对形成性评价体系的理论、应用及形成策略做探讨。 相似文献
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案例教学法在Visual FoxPro课程中的应用 总被引:2,自引:0,他引:2
针对Visual FoxPro课程中存在的问题,提出了在VisualFoxPro教学中采用案例教学法,并对案例教学设计的原则以及包含的五个环节作了较深的研究。实践证明,案例教学法以学生为主体,能使学生变被动学习为主动学习,有利于培养学生分析问题和解决问题的实践能力。 相似文献
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<计算机组成原理>是计算机科学技术系的一门核心专业基础课程.从课程地位来说,它在先导课和后续课之间起着承上启下的作用,如何提高课堂教学效果,如何增强学生的实际应用能力,这是本文所要探索的主题. 相似文献
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Hydraulic Engineering, a junior∕senior-level course, is typically taught in a lecture-based format. Lecturing as a singular teaching technique has repeatedly been shown to be ineffective. Lecturing does not advance problem-solving skills, does not require creative or critical thinking, and does not prepare students for the types of problems they will face as professional engineers. In this study, two teaching techniques, problem-based learning (PBL) and cooperative learning (CL), were used to enhance learning in the hydraulic engineering course. The goals of PBL are to provide the student with an active role in learning and to allow the student to take responsibility for learning. The goals of CL are to have students work in teams, thereby learning from both each other and the instructor, and to teach students to work together cooperatively in small groups. Methods of developing teams, projects, and other assignments were explored. The course was assessed midterm and at the end of the semester. As a result, some changes were made midsemester and other recommendations are made for the future. 相似文献
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The Accreditation Board for Engineering and Technology (ABET) and practitioners recognize professional practice issues as important in undergraduate civil engineering education. This paper describes a creative approach for incorporating professional practice issues into the civil engineering curriculum through a course entitled “Civil Engineering Practice.” This course has the following advantages: (1) It encourages active learning via activities as opposed to a traditional seminar; (2) forms long-term teaching partnerships with engineering professionals; (3) offers a venue where important yet distinct topics can be presented systematically; (4) provides the local engineering community with the opportunity to share its accomplishments and to further continuing education credits; (5) reinforces the professional practice elements of the capstone design project; and (6) supplies structured time where students can interact with potential employers and vice-versa. The course feedback from students, faculty, engineering professionals, and ABET evaluators has been overwhelmingly positive. 相似文献
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A total of 54 students from a design department in a Chinese higher education institution took part in a 7-week action research project, which was intended to test the efficacy of U.K. creative teaching approaches in the Chinese educational context. The study took the form of a quasi-field experiment. A creative pedagogic model developed in the U.K. was used to deliver the Chinese curriculum to a class of second-year Bachelor of Arts Graphic Design students (the experimental class), while another class of students with similar student composition (the control class) received the traditional Chinese model of education. Visual outcomes produced by students from the two classes before and during the teaching intervention were evaluated for overall creativity, originality, design quality, and experimental range. Levels of student effort, motivation, enjoyment, and confidence in experimentation were measured through a student questionnaire examining the impact of different pedagogic models on student creative abilities and other related attributes. Both quantitative and qualitative results suggest that the creative methods developed in the U.K. were highly effective in encouraging learner creativity and related attributes such as intrinsic motivation, enjoyment, and confidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献