基于CDIO理念的工程专业教师角色转型

CDIO是以产品研发到产品运行的生命周期为载体,以主动的、实践的、课程之间有机联系的方式督促学生学习的一整套工程教育理念和实施体系。中国引入CDIO理念对高等工程教育改革具有极其重要的意义。在CDIO教育模式下,高等工程专业教师必须提升自己的能力,努力转变其角色定位,从单一讲授者转型为课程设计者、学生的引导者、学生学习效果的评估者等复合型角色。     

CDIO模式下应用型机械类工程人才培养研究

CDIO工程教育理念是近年来国际工程教育改革的最新成果。CDIO代表Conceive(构思)-Design(设计)-Implement(实施)-Operate(运行),是工程活动一个完整的生命周期。CDIO工程教育理念强调让学生以主动的、实践的及课程之间有机联系的方式学习工程。基于CDIO工程教育理念,从课程体系、教学方法与手段、实践教学体系改革视角,就应用型机械类工程人才的培养进行了探讨。     

国际创新型工程教育模式中国化的探索与实践

CDIO是国际创新型工程教育模式,它的中国化有利于培养我国的大学生创新精神和实践能力,有利于我国高等工程教育改革和国际化。汕头大学是中国高校第一个CDIO成员,它提出了以工程设计为导向,以培养个人能力、团队能力和系统调控能力为主要目标的EIP-CDIO,并取得了可供其他院校借鉴的六个方面的经验。     

高职实施“CDIO”模式的探究

我国高职教育占了高等教育的半壁江山,传统的人才培养模式已经不能适应当今社会对人才质量的需求,积极开展人才培养模式改革成为高职教育改革的主体。通过“CDIO”和“工学结合”模式的比较,认为需借鉴CDIO的理念与做法,制定适应我国国情的高职CDIO能力大纲和实施标准,将更有利于高职开展CDIO模式的改革。     

基于CDIO模式的高职教育改革研究

在研究CDIO教育模式、高职教育现状及改革方向的基础上,分析了两种教育模式在教学理念及人才培养等方面的共性,提出将CDIO教育理念应用于高职教育,借鉴其工程教育改革的成功案例,推动高职教育改革的发展。     

Case study of a problem-based learning course of project management for senior engineering students

The analysis of the current state of the Ukrainian system of engineering education indicates the prevalence of traditional teaching–learning approaches in contrast to the modern needs of the labour market. Many universities across the world use the problem/project-based learning (PBL) which is an effective approach for the development of design and management skills of engineering students. The paper describes a detailed structure of a PBL course in project management and practical experience related to its implementation in an engineering degree programme at Bohdan Khmelnytsky National University of Cherkasy. Also, the results of surveys carried out in order to study the students’ generic competences’ development and perception of the PBL process are presented. The results show that students understand the diversity of PBL aspects and the influence of the PBL approach on their professional characteristics such as teamwork, ability of self-directed learning, communication and problem-solving skills.     

基于CDIO理念的“ASP．NET”课程改革实践

通过借鉴国际先进的CDIO工程教育理念,和对传统“ASP.NET”课程教学存在问题的分析,尝试将CDIO理念应用于“ASP.NET”课程教学,以项目为载体,从教学组织、教学方法和考核模式三方面提出具体的改革措施,经过实践取得较为理想的效果。     

Problem-Based Learning: What and How Do Students Learn?

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.     

国际化高技能人才“工匠型学徒”教学模式探索

国际化高技能人才"工匠型学徒"教学模式依托现代学徒制,采用不断修订完善的国际一流企业实际工作案例和技能竞赛项目作为教学内容,综合利用问题导向教学模式(PBL)和工程教育模式(CDIO)等优点,通过启发、探究、思考设计理论方案和实践考核等闭环反馈学习阶段,培养学员国际化视野、知识技能和工匠精神。结果表明:学员进入国际企业工作后能很快适应工作环境,良好的综合素养得到国际企业认可,职业发展顺利。该教学模式可以实现学校、企业、导师和学员的多方共赢。     

Developing online problem‐based resources for the professional development of teachers of children with visual impairment

This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education.     

基于CDIO的主动式项目驱动学习方法研究——以Java类课程教学改革为例

教学改革是教学活动中的一个重要环节,是培养高质量学生的重要保证。本文结合CDIO工程教育模式和主动式项目驱动学习方法,形成以"项目为主线、教师为引导、学生为主体、CDIO能力培养"为基本特征的新型教学方法。用该方法对我校Java类课程进行重新设计与开发,以期最大化课程教学效果,同时也为工程教学改革提供了一条可参考的思路。     

CDIO理念在物联网专业课程开放式教学中的实践研究

依据工程教育CDIO教学改革理念物联网专业的就业体系方向,采用模块化分层设计,研究物联网工程专业的开放式教学体系。结合《RFID原理及应用》课程教学改革的有益尝试及学生评教效果的分析,得出该教学理念体系是行之有效的,能够启发学生对专业学习的求知欲和兴趣。     

新工科建设背景下项目学习在“汽车设计”课程中的应用

针对新工科建设要求,将项目学习的方法引入“汽车设计”课程中,通过引进CDIO教学理念、采用项目学习的教学方法、补充学习内容、改进学生评价方法等一系列措施,探索新工科建设过程中课程改革,经过三年的研究,取得了一定的进展。     

CDIO在中国(上)

CDIO工程教育模式是近年来国际工程教育改革的新成果,在世界各地多所大学进行了实施并取得很好的成效。自2005年汕头大学率先实施CDIO工程教育改革以来,在教育部高教司理工处的指导和支持下,全国几十所试点高校和许多非试点院校实施CDIO改革,取得了很好的效果。汕头大学等试点高校重新思考工程教育改革的模式与路径,对人才培养的各个方面与相应的管理机制进行了重新构建,在明确专业培养目标、制定专业培养标准、构建一体化课程计划、实施探究式教与学方法、建立保障与持续改进体系等方面进行了实践和创新。CDIO在中国的普及和实践,也为高质量实施"卓越工程师教育培养计划"打下了良好的基础,起到了积极的推进作用。本文对6年来CDIO在汕头大学及其它试点高校的实践和推广情况进行了回顾和总结,对中国工程教育面临的挑战和存在的问题给出了观察与思考,并对CDIO在中国作出展望。     

核心素养时代的项目式学习:内涵重塑与价值重建

当前,我国的教育改革已经进入“深水区”,要破解素质教育发展中的难题亟须学习观和方法论的突破,重建项目式学习的时代价值意味着以新的思路去破解传统教育的沉疴和痼疾:重建其方法论价值,为素质教育发展提供育人方式的选择;重建其课程价值,为发展学生实践能力和综合素养提供载体;重建其实操价值,为实施劳动教育开辟渠道。     

EIP-CDIO理念下工业自动化教学探索

EIP-CDIO体现了最新工程教育理念,是工程教育改革的最新成果。通过分析目前EIP-CDIO教育的研究现状,进而探讨CDIO教学大纲制订与开展教学实践方面工业自动化课程CDIO教学设计方法。同时从EIP-CDIO培养框架的设计,主动学习和实践教学方法,保障体系等方面阐述EIP-CDIO教学模式,从中给出CDIO项目式教学实践探索过程,并分析CDIO教学成效。     

基于CDIO理念的测控专业项目教学工作研究与实践

CDIO工程教育模式是近年来国际工程教育改革的最新成果。以测控技术与仪器专业为例,阐述基于CDIO理念的项目教学方案的设计过程,依据CDIO的设计理念与思路,描述各级能力目标的设计和教学项目的选取。     

An evaluation of a project-based learning initiative in engineering education

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.     

工程教育新理念CDIO对数控专业教育模式改革的几点启示

CDIO是＂做中学＂的一种模式。是对课堂讲课为主的教学模式的革命。在分析CDIO教学大纲的基础上,提出了数控专业教育改革的努力方向,即建立以项目设计为导向,能力培养为目标的培养模式;更新教学观念,培养自学能力,关注工程实践;加强人际沟通技能和职业道德培养并重;建立体验式的教学环境;提高教师的工程实践能力,改革评价教师的方法等。