基于土木工程专业认证的《桥涵水文》课程教学改革研究
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摘要
桥涵水文是土木工程专业道桥方向的一门重要的专业基础课程,内容涵盖桥梁工程、水文学、水力学等多个学科,教学难度大。如何在教学过程中能结合土木工程专业认证,并且抓住重点,提升学生学习能力、运用更丰富的教学手段和考核方式值得研究和思考。对此,结合多年教学实践,通过对课程设置、教学环节和考核方式等三方面的改革进行具体阐述与论证,为基于土木工程专业认证的桥涵水文的课程改革提供参考依据。
Hydrology and Hydraulics for bridge engineering is an important basic course for civil engineering road and bridge direction, the content covers bridge engineering, hydrology, hydraulics and other disciplines, which is difficult to teach. How to combine the civil engineering professional certification in the teaching process, and focus on key points, improve students' learning ability, and use more abundant teaching methods and assessment methods are worth studying and thinking. In view of this, combining with years of teaching practice, the paper carries on the specific elaboration and demonstration through the three aspects reforms of course setting, teaching links and assessment methods. It provides reference basis for the curriculum reform of hydrology and hydraulics for bridge engineering based on civil engineering professional certification.
Hydrology and Hydraulics for bridge engineering is an important basic course for civil engineering road and bridge direction, the content covers bridge engineering, hydrology, hydraulics and other disciplines, which is difficult to teach. How to combine the civil engineering professional certification in the teaching process, and focus on key points, improve students' learning ability, and use more abundant teaching methods and assessment methods are worth studying and thinking. In view of this, combining with years of teaching practice, the paper carries on the specific elaboration and demonstration through the three aspects reforms of course setting, teaching links and assessment methods. It provides reference basis for the curriculum reform of hydrology and hydraulics for bridge engineering based on civil engineering professional certification.
引文
[1]孙桓五,张睁.基于工程教育专业认证理念的地方高校工科专业建设实践[J].中国大学教学,2017(11):39.
[2]林健,郑丽娜.从大国迈向强国:改革开放40年中国工程教育[J].清华大学教育研究,2018,39(2):1.
[3]高冬光.桥涵水文[M].北京:人民交通出版社,2013.
[4]陈雾.水力学与桥涵水文课程教学体会与思考[J].高等建筑教育,2009,18(1):81-83.
[5]陈代海,李整.提升水力学与桥涵水文课程教学效果的探讨[J].高等建筑教育,2016,26(1):119-122.
[6]周富春,杨斌,涂忠仁.“水力学与桥涵水文”教学改革探讨[J].重庆交通学院学报(社科版),2003,3:57-58.
[7]杨虹.莫紫屿桥涵水文课程教学方法研究[J].高等建筑教育,2014,23(4):103-107.
[8]吉淑娇,牟敦海.基于BP神经网络考查课评分系统[J].长春大学学报,2011,21(4):21-24.
[9]张楚廷.高校教师教育教学技能[M].长沙:湖南人民出版社,2010.
[10]侯俊军,凌艳萍.项口式教学法在国际经济与贸易课程中的应用[J].湖南师范大学教育科学学报,2008(11):104-106.
[11]邓铁军,陈颖,贺志军.基于PMBOK原理的“项口式”教学法研究[J].高等工程教育研究,2010(1):159-163.
[12]郭瑞高.农林院校体育课程多元化考核评价的研究[J].山西农业大学学报(社会科学版),2013,12(5):494-497.
[2]林健,郑丽娜.从大国迈向强国:改革开放40年中国工程教育[J].清华大学教育研究,2018,39(2):1.
[3]高冬光.桥涵水文[M].北京:人民交通出版社,2013.
[4]陈雾.水力学与桥涵水文课程教学体会与思考[J].高等建筑教育,2009,18(1):81-83.
[5]陈代海,李整.提升水力学与桥涵水文课程教学效果的探讨[J].高等建筑教育,2016,26(1):119-122.
[6]周富春,杨斌,涂忠仁.“水力学与桥涵水文”教学改革探讨[J].重庆交通学院学报(社科版),2003,3:57-58.
[7]杨虹.莫紫屿桥涵水文课程教学方法研究[J].高等建筑教育,2014,23(4):103-107.
[8]吉淑娇,牟敦海.基于BP神经网络考查课评分系统[J].长春大学学报,2011,21(4):21-24.
[9]张楚廷.高校教师教育教学技能[M].长沙:湖南人民出版社,2010.
[10]侯俊军,凌艳萍.项口式教学法在国际经济与贸易课程中的应用[J].湖南师范大学教育科学学报,2008(11):104-106.
[11]邓铁军,陈颖,贺志军.基于PMBOK原理的“项口式”教学法研究[J].高等工程教育研究,2010(1):159-163.
[12]郭瑞高.农林院校体育课程多元化考核评价的研究[J].山西农业大学学报(社会科学版),2013,12(5):494-497.