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CDIO工程教育理念是一种项目驱动的教育和学习方式,目的在于培养学生的工程实际应用能力.本文根据CDIO国际化工程教育理念及其能力大纲,结合西华大学《数控装备设计》课程的教学特点,从课程教学、实践教学等方面探讨了基于CDIO模式的项目教学改革万式. 相似文献
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CDIO理念是麻省理工学院和瑞典皇家工学院等国际知名大学依托产品研发全过程创立的工程教育理念。基于CDIO工程教育理念,以半导体器件设计的教学活动为载体,开展教师和学生共同参与、学业考核贯穿整个教学过程的课程教学与实践活动,培养和提升学生工程实践能力。 相似文献
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借鉴国际先进的CDIO工程教育理念,基于财务分析课程教学现状,探讨了在财务分析课程教学中引入CDIO教育理念。从重构理论知识教学模式,强化实践教学环节,创建科学评价体系和培养CDIO工程教育观念四个方面进行教学改革的有益尝试。不仅能突出培养学生的CDIO能力,也能促使教师的CDIO能力迅速提高。 相似文献
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阐述了软件工程专业基于MPE-CDIO工程教育模式的实践过程,详细说明了在CDIO工程教育理念下的软件工程专业学生的人文能力和专业能力培养的方案,并着重说明了培养专业能力所需的三个课程群内容,总结了四年来实践CDIO工程教育改革的基本成果。 相似文献
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基于CDIO的项目化课程体系构建 总被引：2，自引：0，他引：2
陈丽婷 《职教通讯(江苏技术师范学院学报)》2010,(3)
将CDIO工程教育理念引入到动漫课程的教学过程中,提出了适用于动漫专业的CDIO课程体系模型,详细论述了课程实践教学中,以"项目为载体,能力训练为主体"的教学理念,并对项目化课程教学的各个环节、保障措施进行了分析.通过"做中学"和基于项目的教育和学习,提高了学生的工程开发和团队协作能力. 相似文献
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CDIO 是一种新型工程教育模式,它以项目开发生命周期为载体来培养学生的个人工程能力和团队协作能力。针对操作系统课程实践教学中存在的问题,提出了基于 Ubuntu 操作系统环境下,基于 CDIO 教学理念的操作系统实践教学框架,并以工程项目开发为教学中心,设计了操作系统实践教学课程相关实验内容,同时给出了具体案例分析,为实践教学的改革提供了参考。 相似文献
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在总结"工程地质"课程特点的基础上，将翻转课堂引入"工程地质"课程教学中，开展基于翻转课堂的"工程地质"课程教学设计，构建形成性学习评价和考核体系。翻转课堂教学模式将线上与线下教学有效融合，提高了课堂效率，增强了学生学习的主动性和课堂的参与度，有助于培养学生解决工程地质问题的综合能力。学生成绩对比分析结果表明，翻转课堂教学班期末考核成绩明显高于传统教学班；学生满意度问卷调查结果表明，学生对翻转课堂教学环节、考核体系和教学效果的满意度均超过90%，对翻转课堂教学模式给予了充分的肯定。 相似文献
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Gregory J. Marchant Sharon E. Paulson Barbara A. Rothlisberg 《Psychology in the schools》2001,38(6):505-519
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self‐competence between the family and school contexts and achievement. Participants were 230 fifth‐ and sixth‐grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self‐competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. 相似文献
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Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit. Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms. 相似文献
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文章在分析多模态教学理论和有效教学理论的基础上,探索了利用多模态符号进行切入而贴近生活的导入帮助学生培养学习兴趣,通过创建有现实意义的操练情景,帮助学生自然领悟语法规则,通过提供方法策略指导培养学生跨文化交际能力和批判性思维,从而实现有效课堂构建. 相似文献
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Irene Neumann Bettina Rösken-Winter Malte Lehmann Christoph Duchhardt Aiso Heinze Reinhold Nickolaus 《Peabody Journal of Education》2013,88(4):465-476
This article reports about our efforts to determine engineering students' competence in mathematics. Our research is embedded in a larger project, KoM@ING–Modeling and developing competence: Integrated IRT based and qualitative studies with a focus on mathematics and its usage in engineering studies, within the program Modeling and Measuring Competencies in Higher Education (KoKoHS). KoKoHS provides the umbrella organization of several research projects addressing the modeling and measuring of competences at the college level. KoM@ING aims to model the role of engineering students' mathematical competences for their studies from both a quantitative and a qualitative perspective.Here, we report the development of a large-scale instrument assessing engineering freshmen's competence in mathematics by applying Rasch analysis to determine measures for item difficulties and student abilities. Several analyses were performed to provide insights into the measures' reliability and validity. In particular, to examine cognitive validity, we scrutinized students' think-aloud protocols when solving the items to investigate their problem solving abilities as a proxy for item difficulty. Overall, we found first evidence that our instrument is suitable to assess engineering freshmen's competence in mathematics. This instrument may be helpful to conduct further research and to inform those concerned with college organization and policy. 相似文献
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Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life‐long learners. It will also promote constructive student‐teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self‐Determination Theory. The Self‐Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self‐motivated and self‐determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed, challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503–507. © 2017 American Association of Anatomists. 相似文献
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为进一步提高学生的实践能力和创新能力,针对"机械工程测试技术"课程综合性强和实践性强的特点,从课程内容、教学方法、实践教学、学科竞赛等方面进行了教学改革,取得了一定的效果。 相似文献
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Ronald A. Beghetto 《科学教学研究杂志》2007,44(6):800-814
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007 相似文献