基于工程教育理念的食品人才“双翻转”培养模式
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摘要
结合国际典型案例和工程教育认证理念,以西华大学食品科学与工程专业工程教育为例,构建了"双翻转"工程人才立体培养模式.以学生为中心,基于产出为导向构建了工程教育培养方案和课程体系,设计了理论课程和实践课程的"双翻转"教学模式,分析了相关教学案例,并创建了学生工程素养、工程意识、工程思维和工程能力等工程综合素质立体培养模式.该模式极大地提高了学生的工程能力,达成了高等工程教育培养目标与毕业要求,丰富了工程教育模式.
In this article,the stereoscopic training mode of"Dual-Flip"for food engineering talents was constructed from the international classic cases and engineering education concept using the Food Science and Engineering in Xihua University as the example.In this system,the engineering education training program and curriculum system were constructed based on the concept of student-centered and OutcomesBased Education(OBE),the teaching mode of theoretical courses and practical courses were designed,the related teaching cases were analyzed.More importantly,the stereoscopic training mode of engineering comprehensive quality for the engineering literacy,engineering consciousness,engineering thinking and engineering ability for students was created.This model greatly improves the engineering ability of students and enriches the theory of engineering education.
In this article,the stereoscopic training mode of"Dual-Flip"for food engineering talents was constructed from the international classic cases and engineering education concept using the Food Science and Engineering in Xihua University as the example.In this system,the engineering education training program and curriculum system were constructed based on the concept of student-centered and OutcomesBased Education(OBE),the teaching mode of theoretical courses and practical courses were designed,the related teaching cases were analyzed.More importantly,the stereoscopic training mode of engineering comprehensive quality for the engineering literacy,engineering consciousness,engineering thinking and engineering ability for students was created.This model greatly improves the engineering ability of students and enriches the theory of engineering education.
引文
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[15]邓小霞.“翻转课堂”在教学改革中的实践研究[J].电脑与电信,2016(6):27-29.
[16]张亚军.中美高校翻转课堂教学模式比较及启示[J].当代教育实践与教学研究(电子版),2016(7X):9-10.
[17]刘健智,王丹.国内外关于翻转课堂的研究与实践评述[J].当代教育理论与实践,2014,6(2):68-71.
[18]KUIPER S R,CARVER R H,POSNER M A,et al.Four Perspectives on Flipping the Statistics Classroom:Changing Pedagogy to Enhance Student-centered Learning[J].Primus,2015,25(8):655-682.
[19]张慧研.构建开放的人才培养体系培养应用型人才的实践探索[J].黑龙江教育学院学报,2015,34(2):29-31.
[20]梁樱,李倩.基于Sakai的“翻转课堂”开发与实践---以《信息技术与课程整合》为例[J].西南师范大学学报(自然科学版),2015,40(9):213-217.
[21]罗丽苹,李相勇,贾巍.基于“SPOC+微课+BYOD”的翻转课堂设计与应用---以《大学计算机基础》公共课为例[J].西南师范大学学报(自然科学版),2017,42(8):158-164.
[22]林健.工程教育认证与工程教育改革和发展[J].高等工程教育研究,2015(2):10-19.
[2]陆勇.浅谈工程教育专业认证与地方本科高校工程教育改革[J].高等工程教育研究,2015(6):157-161.
[3]王孙禺,赵自强,雷环.中国工程教育认证制度的构建与完善---国际实质等效的认证制度建设十年回望[J].高等工程教育研究,2014(5):23-34.
[4]张建成,刘伟,谭苗苗.基于工程教育专业认证的应用型本科培养方案设计[J].求知导刊,2015(22):65-66.
[5]明建,曾凯芳.基于产学研的食品科学与工程专业创业教育研究与实践[J].西南师范大学学报(自然科学版),2013,38(12):190-194.
[6]LI X,HUANG Z.An Inverted Classroom Approach to Educate MATLAB in Chemical Process Control[J].Education for Chemical Engineers,2017(19):1-12.
[7]FLAHERTY J O,PHILLIPS C.The Use of Flipped Classrooms in Higher Education:A Scoping Review[J].Internet and Higher Education,2015(25):85-95.
[8]王红,赵蔚,孙立会,等.翻转课堂教学模型的设计---基于国内外典型案例分析[J].现代教育技术,2013(8):5-10.
[9]左冕,周晓江.多元化设计人才培养模式的研究与实践[J].西南师范大学学报(自然科学版),2017,42(4):178-184.
[10]代宁,何璇,张国正.澳大利亚高校本科翻转课堂教学模式实践与启示---以昆士兰大学为例[J].黑龙江高教研究,2016(5):62-64.
[11]MASON G S,SHUMAN T R,COOK K E.Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course[J].IEEE Transactions on Education,2013,56(4):430-435.
[12]BRAUN I,RITTTER S,VASKO M.Inverted Classroom by Topic-a Study in Mathematics for Electrical Engineering Students[J].International Journal of Engineering Pedagogy,2014,4(3),11-17.
[13]MIN K K,KIM S M,KHERA O,et al.The Experience of Three Flipped Classrooms in an Urban University:an Exploration of Design Principles[J].Internet and Higher Education,2014,22(3):37-50.
[14]DANIEL T,CHRISTINE S,TOBIAS R,et al.An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions[J].Gms Journal for Medical Education,2016,33(3):1-23.
[15]邓小霞.“翻转课堂”在教学改革中的实践研究[J].电脑与电信,2016(6):27-29.
[16]张亚军.中美高校翻转课堂教学模式比较及启示[J].当代教育实践与教学研究(电子版),2016(7X):9-10.
[17]刘健智,王丹.国内外关于翻转课堂的研究与实践评述[J].当代教育理论与实践,2014,6(2):68-71.
[18]KUIPER S R,CARVER R H,POSNER M A,et al.Four Perspectives on Flipping the Statistics Classroom:Changing Pedagogy to Enhance Student-centered Learning[J].Primus,2015,25(8):655-682.
[19]张慧研.构建开放的人才培养体系培养应用型人才的实践探索[J].黑龙江教育学院学报,2015,34(2):29-31.
[20]梁樱,李倩.基于Sakai的“翻转课堂”开发与实践---以《信息技术与课程整合》为例[J].西南师范大学学报(自然科学版),2015,40(9):213-217.
[21]罗丽苹,李相勇,贾巍.基于“SPOC+微课+BYOD”的翻转课堂设计与应用---以《大学计算机基础》公共课为例[J].西南师范大学学报(自然科学版),2017,42(8):158-164.
[22]林健.工程教育认证与工程教育改革和发展[J].高等工程教育研究,2015(2):10-19.