共查询到20条相似文献，搜索用时 281 毫秒
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利用仿真技术实现电工学研究型教学法的探讨 总被引：2，自引：1，他引：1
把EDA(电子设计自动化)技术引进电工学教学是实现电工学研究型教学的一种有效方法,电工学课程的所有电路都可用EDA技术仿真实现.该文具体介绍了EDA技术应用于电工学实验的几项实例.将仿真技术引入电工学课程,既可以提高学生的学习兴趣,又能在不损坏仪器、器件的条件下反复做各种电路实验,以逐步培养学生研究和解泱同题的能力. 相似文献
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马军强 《邢台职业技术学院学报》2009,26(3):30-31
本文介绍了高职<电工学>课程改革的一种方法:理论课程实验化,以实验为中心开展教学.把学种性的一门理论课程<电工学>设计成若干个实验,通过做实验来完成这门课程的学习. 相似文献
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赵玉英 《河南职业技术师范学院学报(职业教育版)》2007,(4):128-129
演示实验是电工学教学中的必要组成部分,在电工学教学中起着演示新课、理解概念等作用。当前电工学演示实验普遍存在的问题是教师不愿做、害怕做、盲目做实验,为确保演示实验在电工学教学中作用的发挥,教师应创造条件开展实验,精心设计实验程序,引入探索性实验,培养学生的工程意识。 相似文献
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电工学实验是电工学课程的重要组成部分,提高电工学实验的教学质量,十分关键的一个问题是,努力提高实验指导书的质量。现行的电工学实验指导书的“宏观”结构一般都是由如下几部分组成:电工学实验概论(包括学生实验守则、实验的一般过程、安全用电常识等)、电工学的若干基本实验、附录(包括电工测量及仪表的基本知识、常用电工仪表的使用说明等)。这是毫无异议的。关键在于应该注意几点:第一,必须更新和精选内容,突 相似文献
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杨玉明 《辽宁教育行政学院学报》2003,20(2):67-67
电工学实验课是专业基础实验课,在各专业教学环节中都占有很重要的地位.电工学实验课应培养学生具有科学的实验态度和严谨的学风,要把综合实验技能、创新思维和解决实际问题能力的培养纳入实验教学环节. 相似文献
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本文介绍电工学及其实验的作用，分析我校电工学实验存在的主要问题，提出实验室建设与实验改革的具体措施。 相似文献
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金轶锋 《渭南师范学院学报》1996,(Z1)
本文根据学生能力差异和电工学实验的逻辑层次,提出了与传统电工学实验迥然有异的阶段分组教学方法,即在操作性、验证性和综合性实验的不同阶段,采用灵活多样的分组,培养学生的实验能力。 相似文献
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介绍如何自拟实验方案验证电工学中的实验定理,这需要进行实验仪器的选择,实验电路及实验参数的确定和实验结论的验证及整理. 相似文献
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介绍《电工学实验》第２版西安交通大学吴道悌，王建华西安交通大学电工学教研室编，王耀光主编的《电工学实验（第１版）》于１９８５年出版后，为许多高等院校所使用。为了适应电子技术迅猛发展和当前各高校电工学实验教学的改革，我们根据国家教委颁发的高等工业学校“... 相似文献
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用计算机模拟伯努利方程实验 总被引：1，自引：0，他引：1
分析了用实际设备做“流体力学”课程中伯努利方程实验的不足之处。用Quick Basic语言编制了模拟该实验的程序。使得实验更为便利、结果更为准确可靠，实验时间也大为缩短。 相似文献
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Resource constraints have forced engineering schools to reduce laboratory provisions in undergraduate courses. In many instances hands-on experimentation has been replaced by demonstrations or computer simulations. Many engineering educators have cautioned against replacing experiments with simulations on the basis that this will lead to a misunderstanding of the role of experimentation in engineering practice. However, little is known about how students conceptualize the role of experimentation in developing engineering understanding. This study is based on interviews with third-year mechanical engineering students. Findings are presented on their perceptions in relation to the role of experimentation in developing engineering knowledge and practice. 相似文献
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《传感器原理》实验教学的启示 总被引：1，自引：0，他引：1
传感器原理是测控技术及仪器专业学生学习的一门专业基础课程,尤其实验教学是培养学生实际动手能力的一个重要环节.文章从目前传感器原理实验教学中存在的部题着手,就如何有效地提高传感器原理及其实验教学的质量,进行了分析和探讨,并取得了一定的成效。 相似文献
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基于可重构思想的工业工程实验系统设计 总被引：1，自引：1，他引：1
简要介绍了可重构思想,研究了可重构实验系统中各实验模块及其参数集的关系,并总结了3种可重构实验的重构模式。作者以工业工程实验系统为讨论对象,对工业工程学科中各课程实验模块及其逻辑关系进行了简单的分析,并以物流与供应链实验系统设计实例,重点讨论了可重构方法在工业工程实验体系中的应用。 相似文献
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从美军作战实验思想入手,对美军作战实验体系和应用进行剖析和研究,以期对我军作战实验室的建设提供一些借鉴和参考。 相似文献
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大学基础化学实验开放式教学模式初探 总被引：6，自引：0，他引：6
文章提出构建以学生为中心的开放式实验教学新模式,该模式通过开放实验内容、实验过程、实验时间段及成绩评定方式,发挥了学生作为实验主体的能动性,激发了学生的学习兴趣,培养了学生的思维品质和动手能力。 相似文献
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Investigations of a complex,realistic task: Intentional,unsystematic, and exhaustive experimenters 总被引：1，自引：0，他引：1
This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week‐long, technology‐enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well‐established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745–770, 2011 相似文献
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Till Bruckermann Ellen Aschermann André Bresges Kirsten Schlüter 《International Journal of Science Education》2013,35(6):701-722
ABSTRACTPromoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed. 相似文献
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Keisha Varma 《Journal of Science Education and Technology》2014,23(3):381-397
Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific information. This work investigates young children’s science concept learning via inquiry-based instruction on the thermodynamics system in a developmentally appropriate, technology-supported learning environment. First- and third-grade students participate in three sets of guided experimentation activities that involve using handheld computers to measure change in temperature given different types of insulation materials. Findings from pre- and post-comparisons show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. The instruction groups outperformed the control groups on multiple measures of thermodynamics knowledge, and the older children outperform the younger children. Knowledge gains are discussed in the context of mental models of the thermodynamics system that include the individual concepts mentioned above and the relationships between them. This work suggests that young students can benefit from science instruction centered on experimentation activities. It shows the benefits of presenting complex scientific information authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry and experimentation. 相似文献