Assessment of Communication Competencies in Engineering Design Projects

Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning.     

Peer Assessment of Group Projects in Civil Engineering

This article traces one university's approaches of peer assessment to develop fair and reliable systems of mark distribution resulting from group projects and to adapt one model to the specific requirements of civil engineering. It is the result of a two and a half years' experience with peer assessment in classes of different combinations of size, entry qualifications and experience. Initially, the methods devised by Goldfinch & Raeside (1990) were used; the relevance and drawbacks of this two‐part method of assessment in the field of civil engineering are discussed and new ideas are proposed. That article had suggested that the model is transferable. It has proved to be the case and in this discipline, that project diaries which the tutor uses to allocate individuals a mark, offer a unique alternative to Part 1 of the assessment process.     

Classroom Assessment of Student Competencies

The primary objective is to report on a classroom assessment model that provides an alternative approach to assessing competencies that can be readily adapted in academic settings committed to continuous quality improvement (CQI). The procedures described in this report advance two critical areas of education. First, they provide a model for faculty to assess the impact of their teaching on student mastery of course competencies. Second, they provide a basis for applying the continuous quality improvement philosophy to the classroom.     

基于核心能力的人因工程实践教学设计与评价

在IEA(International Ergonomics Association, IEA)关于人因工程师9项核心能力的基础上,项目组构建了基于核心能力的人因工程实践教学设计与评价,主要包括基于核心能力的人因工程实践教学设计和基于核心能力的人因工程实践教学评价。基于核心能力的人因工程实践教学设计结合人因工程师的9个核心能力和能力要素,构建了人因工程课程实践教学主线图。在此基础上,要针对每一能力要素,细化能力指标。这种教学设计强调从课程核心能力培养的角度出发,从核心能力、能力要素和能力指标三个层级,依次细化培养目标和评价体系,思路清晰、目标明确,可以兼顾能力培养的全面性和评价维度的客观性,在实施中收到了良好的效果。     

Assessment Competencies of Teachers: A National Survey

What are the “Standards for Teacher Competence in Educational Assessment of Students”? In what domains do teachers have the greatest knowledge of measurement? Where are they least strong? Do teachers with measurement training show greater knowledge than teachers without such training?     

思想政治学科核心素养及其测评

依据课程标准、考试大纲、学生成长规律和发展要求,高中思想政治学科素养包括知识与见识、能力与思维、思想与信仰、人格与个性四个维度。这四个维度直接或间接地体现在高考试题中,对高中思想政治课教学具有导向作用。     

工程管理专业工程项目评估与可行性研究课程教学改革的探索及实践

剖析工程管理专业工程项目评估与可行性研究课程定位与教学目标,针对目前工程管理专业课程的教学现状及存在的问题,结合建筑业信息化背景下工程管理专业的人才需求特点,在专业培养计划、教学大纲、教学方法及教学手段等方面提出一系列的教学改革措施。     

工程实践项目:回归工程之本义

在回归工程思想的引导下,近年来大学生工程实践项目在美国发展十分迅速,在美国大学工学院的人才培养中发挥着重要作用。本文力图从类型分析的角度对其进行研究,并从目的和需求两个方面对其特点、模式等进行分析,在此基础上,对我国高等工程教育实践教学环节的改革提出一些建议和对策。     

Projects in Undergraduate Engineering Education in America

A survey of engineering educators in the US was conducted to ascertain actual practice regarding the delivery of engineering projects in the curriculum. The survey focused only on project experiences carrying significant academic credit that are free-standing elements of the curriculum; that is, they are not associated with or part of a course. Inquiries covered: the degree to which such activities meet requirements for graduation, accreditation and/or professional licensure; the extent of involvement of off-campus professionals in the conduct of the project, and in its support and its evaluation and assessment; the size and make-up of student teams in such activities, and the preparation and evaluation techniques used for team efforts; and the degree to which faculty members act as advisors or teachers. This paper briefly describes what is meant generally by the project mode of instruction in engineering education in the US, and describes the breadth of pedagogy in the current delivery of engineering projects represented by the survey responses, and by the engineering education literature discussing project education. The paper is intended to provide a basis for the international exchange of ideas on how engineering project education is being presented in various nations. Current trends in US engineering education that affect project education are also highlighted for comparison with those in other countries.     

论核心素养下的数学教学设计

发展学生核心素养是基础教育的基本目标.教师要在教学活动中为学生核心素养的形成与发展努力.数学教学设计也是如此,要在设计要素、过程、反思等维度嵌入数学核心素养的基因,在设计层次上提升设计品质,使数学核心素养融入数学教学设计过程成为一种自觉行为和动力源泉.     

以工程项目为导向工科院校混合式教学的探索

工科院校承担着培养应用型工程技术人才的任务,而基于信息技术的混合式教学为当前课堂改革实践模式提供了一种新思路。该研究将课程分解为多个工程项目,详细阐释了混合式教学的课程设计体系,并对教学过程中实施新课程标准、教学内容改革、教学课程实践和课程课后评价四个方面的教学活动进行了说明,初步探索了以工程项目为导向的混合式教学模式,为后续教学改革提供了有益的探索。     

Fostering Creativity Through Engineering Projects

Final year projects are a showcase for engineering students’ creativity. All final year engineering students at Swinburne University of Technology are required to spend part of their final semester of studies developing and completing various aspects of a major project. The theme of the project work is defined either by industrial sponsors or academic supervisors or by both. In addition, project guidelines are provided by the university for the final submission and completion of the work. The project may be any combination of research, design or developmental work. Within the constraints required by these factors, students’ creativity in their approach and execution of the project work may be both limited and expanded to simulate conditions experienced in a work environment. The culmination of the project work is in a written, oral and visual presentation to a professional audience. It is the students’ own creativity which determines not only the format of all three forms of presentations, but also their assessment which is again limited or enhanced by constraints of time and resources. Examples of project work creativity are presented which highlight and emphasize the broad spectrum which such creativity can encompass.     

施工项目成本管理方法研究

从施工项目成本管理的症结入手,结合施工企业目前成本管理中的存在的一些实际问题,提出成本控制的方法和增收节支的途径。     

施工项目成本管理方法研究

从施工项目成本管理的症结入手,结合施工企业目前成本管理中的存在的一些实际问题,提出成本控制的方法和增收节支的途径。     

食品工科专业核心实践技能培养体系的构建

结合国内外工科高等教育教学模式变革与专业实践技能培养经验,运用主动学习范式原理和自身专业实践教学的体会,探讨了食品工科专业核心实践技能培养体系的构建目标、方案和实施措施。食品工科专业核心实践技能由专业技能和职业技能组成。专业技能重点培养食品化学与分析、食品安全和微生物控制、食品工艺与工程、食品科学知识应用等能力;同时培养解决问题、语言沟通、计算机应用、专业操守、职业道德和团队合作等方面的职业拓展技能。以专业基础技能、专业应用技能和职业拓展技能构建贯穿于人才培养全过程的核心实践技能培养体系,整体提高人才培养质量,满足食品产业人才需求。     

写作能力导向的实用性阅读与交流任务群测评设计

高中语文学习任务群的教学与测评是当下推进语文课程改革面临的关键性问题之一。基于对实用性阅读与交流任务群具有的实用特点的认识,本研究的主要价值取向是增强学生适应和服务社会的交流能力;立足语言建构与运用,基于学生发展所需关键能力,结合实用性文本教学实际确定以写作为导向进行任务群测评方案设计。为充分尊重学生的主体地位、实现评价目标,倡导多元化评价主体和方式,强调探究型与合作型学习方法,并以高拟真度的新闻人进阶计划任务情境为例阐述写作导向的实用性阅读与交流任务群的测评设计路径。     

浅议工程项目施工成本管理

目前我国工程项目施工阶段的成本管理存在许多问题,针对这些问题,有以下应对方法:1.建立规范、统一、标准的责权利相结合的成本管理体制;2.从质量成本管理上要效益;3.从工期成本控制上要效益;4.强化经济观念提高经济意识,搞好成本预测、确定成本控制目标;5.制定有效的规章制度;6.完善合同文本,避免法律损失.