首页|基于OBE与虚实一体的测控专业实践教学改革

基于OBE与虚实一体的测控专业实践教学改革

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  • 国家科技期刊平台
  • NETL
  • NSTL
  • 万方数据
为解决测控专业实践教学环节存在课内和课外实践联系不够紧密、缺乏激励机制、师生合作互动度不高以及因材施教不到位等问题,提出基于OBE和虚实一体的实践教学改革.从虚实结合、内涵建设、评价及改进等方面对实践教学体系进行优化.主要措施包括以学生为中心加强校企和师生共建专业,充分利用虚拟仿真和互联网技术,让学生从线上和线下、虚拟和现实、课内和课外的各类实践资源中提高动手能力和激发创新思维.经过实践,学生的工程应用开发和创新创业能力得到明显加强,工程应用类学科竞赛获奖数以及承担的创新创业类项目数均显著增加,从而证实相关改革措施的有效性.
In order to solve the problems of insufficient connection between in class and out of class practice,lack of incentive mechanisms,low cooperation and interaction between teachers and students,a practical teaching reform based on OBE and the integration of virtual and real is proposed.The optimization of the practical teaching system has been achieved through the combination of virtual and real,connotation construction,evaluation and improvement.The main measures include:strengthening the collaboration between schools,enterprises,and teachers and students in building majors with a student-centered approach;making full use of virtual simulation and Internet technology;enabling students to improve their hands-on abilities and stimulate innovative thinking through various practical resources,including online and offline,virtual and real,in class and out of class.It has confirmed that students'abilities in engineering application development and innovation and entrepreneurship have been significantly strengthened.The number of awards in engineering application subject competitions and the number of innovation and entrepreneurship projects undertaken have significantly increased,thus confirming the effectiveness of relevant reform measures.

OBEintegration of the virtual and the realMeasuring and Controlling Specialtyengineering applicationspractical teaching

李政林、巫肇彬、张玉薇、李含雁、朱挺

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广西科技大学 自动化学院 广西 柳州 545006

成果导向 虚实一体 测控专业 工程应用 实践教学

2017年教育部产学合作协同育人项目2020年度广西高等教育本科教学改革工程项目2022年度广西高等教育本科教学改革工程项目2023年度广西高等教育本科教学改革工程项目

2017020710822020JGB2382022JGB2422023JGA225

2024

10.19980/j.CN23-1593/G4.2024.21.036

高教学刊
黑龙江省创联文化传媒有限公司，黑龙江省高等教育教学评估中心

高教学刊

ISSN：2096-000x
年,卷(期)：2024.10(21)