基于情境创设的3+2探究式教学改革研究及实践——以土木工程材料课程为例

培养高素质、有担当、有创新能力的人才是高等教育的主要目标,也是高等院校"双一流"建设的必然要求。土木工程科学在大学教育培养目标中有着独特的地位,大学工程教育不仅要关注过程也应当关注目标,采用过程与目标融合的探究式教育模式具有较好的优势。本文以土木工程材料课程为例,基于探究式科学教学的基本原理、工科教育特征和专业培养目标的要求,提出构建3+2式探究式教学目标体系,涵盖知识和能力培养目标和过程、方法及态度培养目标,同时基于"最近发展区"提出创设学习情境、设置探究点及探究项目的科学方法。实践表明:该教学改革模式能够有效提高学生创新能力和科研素养,可操作性强,具有显著的科学性和创新性。

Research and practice of 3+2 inquiry-based teaching reform with situation creation: Taking civil engineering materials course as an example

The training of students with high quality, responsibility and innovation capability is indentified as essential goal in higher education, which also is inevitable requirement of Double-First Class initiative. Civil engineering has a unique position and important roles in the training and education. It is quite necessary not only paying attentions on process, but also on purpose of engineering education. The inquiry-based education mode has the absolute superiority because of its capability of combining process and goals together. Taking civil engineering materials as an example, an inquiry-based teaching system with 3+2 goals is proposed according to the basic principles of inquiry science teaching, the characteristics of engineering education and the requirements of training goals. This system includes training goals and processes of knowledge, skills, scientific approaches and study attitude. Meanwhile, a teaching strategy which is creating learning situations, posing research questions and projects is proposed and implemented during teaching. The practice shows that this teaching mode has good efficiency on improving the innovation ability and scientific literacy of students with its strong feasibility and prominent scientificity and innovation.