《通信工程计算机辅助设计》课程CDIO教学模式的探求与实践

《通信工程计算机辅助设计》课程改革的目标首先是在课堂教学中注重培养学生的工程绘图意识与创新意识,从根本上激发学生进行工程设计与绘图的兴趣,提高学生的工程实践能力,利用网络与AUTOCAD的相关知识提高学生自我学习的能力,从而提高学生的综合素质水平。鉴于此,结合多年的教学经验,同时参考工程教育改革的最新成果——CDIO工程教育模式,研究探讨并实践《通信工程计算机辅助设计》课程改革模式。     

大学生应用文写作教学的新思考

应用文写作课程注重培养学生的写作技能和应用能力,注重课程内容的实用性,是提升学生综合素质,培养复合型人才的有力手段。那么如何提高学生写作的能力呢？教师应在应用文写作教学的内容和方法上进行改革创新。首先,设置符合学生各方面需求的教学内容,考虑学生的专业特点,社会需求,以实用为准绳,有重点、有目标地确定教学内容。其次,在教学模式上大胆创新,采用“活用情境创设氛围、加强实践环节、侧重综合评价”的教学模式,大大激发学生的应用文写作欲望,增强学生的实践能力和创新能力,从而提高了学生习作的质量。     

构建《机械基础》课 培养创新型人才的设想

根据21世纪人才培养目标,本文就机械基础课程教学体系建立,进行了一些有益的探索。教学改革的宗旨是,培养学生的工程设计能力和创新思维。本文提出了建立新的机械基础教学体系的必要性和可行性;论述如何从各个教学环节加强学生工程实践和创新能力的培养。     

论电子通信专业电工基础教学方法与教学手段改革与创新

在现代教育中,各院校特别注重创新教育,他们都把主要的教学任务放在了培养创新精神这一方面,然而,在专业课程上则注重的是创新精神和实践能力的培养。本文是根据某院校经贸职业技术学院电工基课程的教学内容、教学方法的改进与创新进行探析,对改革的教学内容、教学方法以及教学手段,以及在全面提高学生的实践能力和创新能力方面提出一些建议并且付出了实践,最终在实际教学中取得较为明显的效果。     

论活动课对思想品德课的影响

活动课是一门以活动为主要开展形式,在活动中发现和解决问题、体验和感受生活,发展实践能力和创新能力的课程。活动课教学是目前所倡导的一种全新的教学模式,它以灵活多样的形式,围绕培养学生的参与意识和参与能力,提高学生应用科学方式提出问题、毹决问题的能力。注重培养学生的创新意识和实践能力,进一步的深化思想品德课堂教学改革,提高了教学的针对性和实效性。随着课程研究的深入,在实施的过程中会遇到诸多的问题和挑战。我就如何充分开发与运用课程资源,抓好活动课教学,发挥思想品德活动课功能,在思想品德活动课教学中做了探索和尝试。     

基于工程教育认证的机械基础课程教学设计与实践

随着社会的不断进步,经济的快速发展,我国人们的物质生活水平不断提高,教育教学也变得越来越重要。工程教育认证主要是从学生、培养目标、毕业要求、课程体系、师资队伍等做出了具体的规定和要求,工程教育认证标准的核心是以学生为中心,促进学生全面教育。基于工程教育认证的机械基础系列课程教学设计与实践主要是指随着课堂教学而全面开展的实践教学活动,目的是加深学生对于课程内容的理解,进而让学生掌握和应用学到的知识于实践中,并且不断地进行创新,提高自身的工程意识、团队精神和实践能力。机械基础系列课程能够培养学生的工程思维,提高学生的工程设计能力与素质,让学生拥有一定的工程零件几何设计及表达能力。     

基于创业教育在工程综合实践训练中的研究

创业教育就是通过开发和提高学生创业基本素质和创业能力的教育,使学生具备从事创业实践活动所必须的知识、能力及心理品质。而我们的工程实践教学训练其主要目的也是培养学生的综合性素质,特别是注重实践能力和创新能力的培养,为了学生将来走出学校的大门能更好地适应社会,能具有适应性的能力,将来为社会多做贡献。本文以创业教育为目标说明在实践教学中培养学生的创业能力。     

建筑类工程图学实践创新型教学内容与方法的研究与实践

为培养学生的创新思维能力和设计表达能力,图学教育应将学生能力、素质的培养放在与知识传授同等重要的地位。论文结合教学现状与实践,对建筑类工程图学的教学内容与方法、教学效果的考核与评价进行了根本性改革,提出了以构型设计和实践创新为主线的教学模式。结果表明,新的教学、考核体系在加强学生空间思维能力、形体构型能力、创新能力和工程意识的培养方面取得了明显效果,制图课程教学质量得以提高。     

数学建模与学生综合素质的培养

目的:数学建模教学与竞赛活动的开展对学生综合素质培养的作用;方法:通过调查问卷,用因子分析法对数据分析.借用spss工具数字化体现数学建模在提高学生综合素质所起到的作用;结果:数学建模在提高分析和解决问题的能力、养成自主探索和刻苦钻研的品质、创新精神和实践能力的培养、建立团队精神与相互协作意识等七个方面对学生综合素质培养有作用;结论;数学建模对学生综合素质有重大影响.     

包装工艺学课程教学改革实践与探讨

分析了包装工艺学课程的特点及其在教学中存在的实际问题,阐述了转变教学思想、更新教学内容、注重实践教学、完善教学手段、培养学生撰写论文的能力等方面的教学改革实践,对如何提高包装工艺学课程教学效果进行了初步探讨。     

包装人机工程学课程教学改革探索

为培养应用型人才,以包装工程专业人才知识结构对人机工程学的需求为前提,分析了以产品设计为核心的人机工程学课程的适用性,并结合包装工程专业对人机工程学课程内容进行适当地删减、调整和转换,形成了适用于包装工程专业的人机工程学课程教学体系。在教学内容和教学方法上,提出应从理论讲解为中心转向以案例分析为中心;在教学环节设置上,提出了“理论阐述,研究案例／章节讨论＋设计实践”的“3＋1”教学模式。     

Ethics and the Development of Professional Identities of Engineering Students

How do undergraduate students in engineering conceive of themselves as professionals? How can a course on engineering ethics affect the development of an undergraduate student's professional identity? In this project, students responded to questions about the characteristics and responsibilities of professional engineers. The results indicate that students learn about professionalism primarily from relatives and co‐workers who are engineers, and rarely from technical engineering courses. Even before they study engineering ethics, students put honesty and integrity on par with technical competence as an essential characteristic of engineers. In the course, students benefit from cases of actual incidents and from classroom activities that encourage diverse perspectives on moral problems. By analyzing cases in groups and by hearing different perspectives, students build self‐confidence in moral reasoning. By the end of the course, some students understand professional responsibility not only as liability for blame but in a capacious sense as stewardship for society.     

Writing Across the Chemical Engineering Curriculum at the University of North Dakota

In order to prepare engineering graduates with the written and oral communication skills needed in their professional careers a coordinated writing across the curriculum (WAC) program has developed in the chemical engineering department at the University of North Dakota. The students practice and develop their skills with writing assignments in both lecture and laboratory courses from the first-year level through the fourth-year capstone design course. The coordinated approach, especially in the four-semester laboratory sequence, allows the students to develop their skills by building on communication experiences in previous courses. The WAC program at UND including writing and public speaking assignments is described.     

Application of Professional Software in Vehicle Engineering Electronic Control Experiment

In order to overcome the limitation of vehicle engineering professional laboratory personnel and facilities,some of them is commonly used auxiliary software in the professional field for design,calculation and research,including characteristics of software,application scope and methods are presented in this paper.Through these industries aided software powerful calculation,analysis functions and convenient visualization means,for the virtual simulation experiment,it can help to clearly illustrate the concept,deepen students' understanding level of vehicle professional course,improve the enthusiasm of the students,improve the ability of autonomous learning and improve students ' thinking ability and practice ability,and can effectively train highquality professionals with good quality.     

A Practitioner-Educator Partnership for Teaching Engineering Design

Recently, the School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma instituted a “Programs Outcomes Assessment Plan” as mandated by the state regents for higher education. The assessment plan is designed to determine whether the existing CEES curriculum, teaching methods, and resources are achieving prescribed departmental goals. Within the plan, the senior level design course or capstone experience is to be used as one tool for assessing students. Development of the assessment plan coincided with a departmental decision to revamp and update the existing senior design course to more effectively convey the concept of design and to expose the students to professional practice. The restructured capstone course is now co-taught by a local industrial entity (i.e., consulting firm) and the CEES faculty. This industry driven capstone course has provided invaluable feedback regarding curricular content and capabilities of departmental graduates. The capstone course serves as a microcosm of the four year curriculum. Experiences and outputs from the course can be used to provide immediate assessment information regarding outcomes of the curriculum and at the same time provide insights into curricular changes necessary to improve the educational experience of our students.     

Developing a Systems Approach to Engineering Problem Solving and Design of Experiments in a Racecar‐Based Laboratory Course

A capstone mechanical engineering laboratory course is being implemented at the University of South Carolina that develops the student's abilities to analyze complex mechanical and thermal systems, to design experiments, and to develop their professional skills. The course is based upon an integrated sequence of laboratory experiments on a Legends‐class racecar. This vehicle is chosen as the system of study because it provides opportunities for the students to apply the spectrum of their mechanical engineering knowledge. It's also exciting to the students. As the students progress through the series of experiments, they are increasingly involved in experimental design (selecting sensors, sensor locations and experimental operating conditions). The course culminates in a truly open‐ended design of an experiment of their choosing. This course development project is supported by the National Science Foundation's Instrumentation and Laboratory Improvement Program, the NSF's Course, Curriculum and Laboratory Improvement Program, and the University of South Carolina. This paper describes the work in progress.     

A Qualitative Study of a Course Trilogy in Biosystems Engineering Design

Engineering design encompasses professional competencies that complement a solid understanding of engineering science fundamentals, theories, and methods. Engineering schools are increasing their efforts to integrate design into the curriculum, and this paper critically analyses one initiative at a research‐intensive Canadian university, where a three‐course sequence (Design Trilogy) forms the design education backbone in the undergraduate Biosystems Engineering program. Data collection consisted of focus groups with students and one‐on‐one interviews with instructors and industry cooperators. The findings yielded authentic understandings of teaching and learning engineering design, many areas of common perceptions between participant groups, congruence with design concepts in the literature, and areas where students' perceptions and experiences did not correspond to instructors' intentions. Teaching implications include the importance of instructors' transparency and integration in teaching and the need to explicitly prepare students for a different kind of learning experience in the Design Trilogy.     

试论工程图学教师业务素质的提高

工程图学在理工科高校中对培养学生全面素质起着重要的作用,作教师,本身的业务素质的提高对此起着举足轻重的影响,要处理好课程内容继承与更新的关系,要重视对本学科的深入研究。     

高等院校工业工程专业本科培养计划国内外比较研究

在对国内外大学具有影响的工业工程专业本科培养计划调查的基础上,对各学校工业工程本科教育的专业计划、课程体系及教学内容进行了分析比较,并归纳总结了国内外大学在培养目标、课程设置、课程比例以及课程时数方面的异同。基于上述分析和比较,对我国高等院校工业工程专业本科教育的培养目标和课程体系设计提出了建议。     

Student Perceptions of Engineering Entrepreneurship: An Exploratory Study

This study examines students' overall perceptions of the engineering profession in a first‐year course in engineering, and the effect of a pedagogical approach aimed at exposing students to engineering entrepreneurship and their perceptions of engineering entrepreneurship. The approach featured a market game that engaged a pilot group of 20 students in forming IT companies and competing for the best design of a travel agent system. The rest of the students in the course completed the traditional class project, which involved designing and building a land sailer. A pre‐post Likert‐type survey designed to measure students' perceptions of the engineering profession was administered to all students enrolled in this course. In addition, a short answer questionnaire seeking students' pedagogical perceptions of the market game and the land sailer project was administered at the end of the course. Results indicated that students' overall perceptions of the engineering profession significantly improved by the end of the course. More importantly, the results indicated that students who participated in the market game had significantly better perceptions of engineering entrepreneurship, specifically professional skills, than students who participated in the land sailer project. These findings are of considerable interest to engineering schools that want to increase student retention and are looking for novel approaches to assist freshmen in choosing their majors.