构建多元化实践教学体系，培养港工专业工程应用型人才

本文结合国家“质量工程”及“卓越计划”,以港口航道与海岸工程专业为例,探索了多元化实践教学体系的改革与实践。通过修订实践教学计划、完善实验教学建设、加强实习基地建设、丰富实习实训环节、巩固课程设计及毕业设计、强化科技创新、加强师资队伍建设等措施,提高学生的工程实践能力和创新意识。实践证明,该实践教学体系对工程应用型人才培养具有明显成效。     

环境工程CAD与工程制图课程整合教学模式的初探

针对高等院校的环境工程专业课程安排中存在部分课程内容重复比较明显的现象,进行课程整合与调整,其目的是提高教学效果,同时可节省有限的大学课时;通过分析传统环境工程CAD与工程制图课程进行整合必要性,并结合教学实践调整整合后课程章节与课时安排,侧重于学生专业知识实践应用能力和计算机辅助设计能力的培养,从而推动高等院校环境工程专业教学的可持续发展。     

《材料工程基础》教学方法探讨

材料工程基础是化工及其相关专业的一门重要专业基础课,文章就作者所处教学环境探讨了教学技术对教学实践的影响,提出合理分解知识点与选择教学起始点,根据的学生生活阅历选择应用举例,根据教学受众的接受水平确定教学方法提高教学质量。     

工程教育认证环境下环境工程教改初探——以吉林大学为例

本文首先详细介绍了工程教育环境下,工程教育认证的意义以及我国专业教育认证的具体情形,重点分析了此过程对环境工程专业教改的影响和意义,主要从以下几个方面进行了改革探索,培养目标、课程体系、师资队伍、产学研模式、管理制度等方面进行探索,最终目的是大幅度提高人才素质.     

Two views from the summit

This article reviews the objectives and results of the First Phase of the World Summit on the Information Society. It includes an analysis of the discourse conducted to this point at the Summit, and of the possible outcomes.     

“发酵工程”课程教学改革的探索与实践

“发酵工程”是生物技术类专业的一门核心课程。基于高职教学背景,根据课程特点,以技术应用能力为主线,构建理论教学体系和实践教学体系。采用交互式教学方法,利用在线课程学习平台以及实训基地和实习企业进行教学,创新教学模式。同时,改进课程评价方式,将平时的考核比例调整为40%,将实验实践技能的考核比例调整30%,期末考试比例调整为30%。     

A collaborative autoethnography study to inform the teaching of reflective practice in STEM

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.     

基于CDIO工程教育理念的“工程图识读”课程三级项目实践

从工程图识读课程的一线教学实践出发,分析实践教学条件、理论知识转化、教学效果检验等方面存在的问题,并结合CD IO工程教育理念,设计包含柱、梁、剪力墙钢筋骨架绑扎以及图纸会审、技术交底等四个环节的工程图识读CD IO三级项目,在教学方法、教学内容、实践条件和考核方式等四个方面进行改革和创新。在工程造价专业中试点、改进,并在建筑工程技术专业推广、实施,经过两个学期的教学实践,工程图识读课程取得良好的教学效果。