|Table of Contents|

Post-Epidemic Period Based on“OBE+RBL”University Physics Two-Line Mixed Teaching Research(PDF)

南京师范大学学报（工程技术版）[ISSN:1006-6977/CN:61-1281/TN]

Issue:
2023年02期
Page:
87-92
Research Field:
新工科研究与实践
Publishing date:

Info

Title:
Post-Epidemic Period Based on“OBE+RBL”University Physics Two-Line Mixed Teaching Research
Author(s):
Li Fang
(School of Information,Xi'an University of Finance and Economics,Xi'an 710000,China)
Keywords:
emerging engineering construction; outcomes-based education; two-line mixed teaching method; college physics
PACS:
G424.2
DOI:
10.3969/j.issn.1672-1292.2023.02.012
Abstract:
The emerging engineering construction and the smart education times have put forward new standards and requirements for talent cultivation work. The construction of new engineering disciplines and the era of intelligent education have put forward new standards and requirements for talent cultivation work. Based on the construction of new engineering disciplines and the OBE concept,the teaching mode is restructured,as well as the blended online and offline teaching form in the post pandemic period. Through in-depth research on ideological and political elements,professional characteristics,and RBL teaching method curriculum design,the focus is on cultivating students' innovation ability,thinking ability,and self-learning ability,which is in line with the talent cultivation needs of the new era. In addition,the integration of traditional educational concepts with the new generation of educational technology conforms to the trend of teaching reform and development in China.Finally,a multiagent process evaluation plan is formed.

References:

[1]王灵婕,杨宇霖,程再军,等. 工程认证背景下的“大学物理”课程改革及教学研究[J]. 物理与工程,2018,28(增刊1):118-121.
[2]张晖,赵雨英,郭东琴. 大学物理课程思政教育的实践与探索[J]. 科教导刊,2022,13(20):97-99.
[3]常建宇. 大学物理教学方法探讨[D]. 大连:大连理工大学,2012.
[4]杨志宏. 浅谈成果导向教育(OBE)理念的起源、发展及理论基础[J]. 学周刊,2019(29):5-6.
[5]王小力. 大学物理课程思政研究与实践[J]. 中国大学教学,2020(10):54-57.
[6]马玲,陈鑫,蔺百童,等. 多元融合的对分课堂模式在“大学物理”教学中的实践[J]. 大学物理,2022,41(8):65-70.
[7]王焱,王雯. 基于网络平台下的中医药专业大学物理的教学改革[J]. 科技创新导报,2020,17(19):204-205,208.
[8]郑军,李雯雯. OBE理念下混合式教学模式在大学物理教学中的应用探析[J]. 辽宁师专学报(自然科学版),2021,23(4):16-19.
[9]郭建斌,侯怀银. 后疫情时期社会教育的责任[J]. 中国成人教育,2021(4):7-11.
[10]谢火木,刘李春,陈移安. 疫情背景下高校线上教学的思考[J]. 中国大学教学,2020(5):57-60.
[11]杨连武,程杰,岳现房,等. 大学物理课程思政内容的设计和实施策略[J]. 物理与工程,2022,32(2):182-187.
[12]吕莎莎,聂新明,孟鑫,等. 大学物理“动量守恒定律”课程思政的实施[J]. 物理与工程,2022,32(2):173-176,181.
[13]谢月娥,冯旭,陈元平. 大学物理课程思政多路径渗透的探索与实践[J]. 物理与工程,2022,32(2):170-172.
[14]REDISH E F. Teaching physics with physics suite[M]. Maryland,US:Wiley&Sons,2003.
[15]SCHERR R E. An implementation of physics by inquiry in a large-enrollment class[J]. The Physics Teacher,2003,41(2):113-118.
[16]BEICHNER R J. Instructional technology research and development in a US physics education group[J]. European Journal of Engineering Education,2006,31(4):383-393.
[17]陈博韬,徐平平. RBL方法自主学习能力培养教学研究[J]. 电气电子教学学报,2018,40(6):54-57.
[18]潘小青,李玉晓,侯春菊. 大学课程考核存在的问题及变革探讨[J]. 江西理工大学学报,2020(6):83-86.
[19]严非男,童元伟,周健阳,等. 过程性评价在大学物理教学中的实践探索[J]. 文化创新比较研究,2021(9):77-79.
[20]张永春. 基于过程性考核的地方应用型本科院校课程考核改革研究——以“大学物理”课程为例[J]. 江苏科技信息,2019(34):64-66.
[21]焦健,陈敬艳,石浩辰,等. 大学物理课程过程性评价探讨[J]. 长春师范大学学报,2021,40(8):149-152.

Memo

Memo:
-
Last Update: 2023-06-15