CDIO驱动的人因工程实验设计
|
摘要
以CDIO工程教育理念为指导,对哈尔滨商业大学"人因工程"课程的实验环节进行设计,旨在培养学生的工程实践能力,提高人才培养质量。首先采用目标-手段分析法明确了设计思路与方向;然后围绕实验内容、实验类型、实验方式、实验资源等方面展开创新性设计,实现了内容层级化、类型多样化、方式灵活化、资源共享化。重新设计后的实验环节更有利于培养学生的创新实践能力和团队精神,符合现代先进的工程教育发展趋势。
Based on the concept of CDIO engineering education, the experiment link of the human factors engineering for the Harbin University of Commerce was designed to cultivate the students' engineering practice ability and improve the talent training quality. Firstly,the objective-means analysis method was used to clarify the design ideas and direction. Then, innovative design was carried out in terms of experimental content, experimental type, experimental method and experimental resources, etc., and was presented series of new characters:content hierarchy, type diversity, mode activation and resources sharing. The new experiment link is more conducive to cultivate students' innovative practice ability and team spirit, and is adapted to the development trend of modern advanced engineering education.
Based on the concept of CDIO engineering education, the experiment link of the human factors engineering for the Harbin University of Commerce was designed to cultivate the students' engineering practice ability and improve the talent training quality. Firstly,the objective-means analysis method was used to clarify the design ideas and direction. Then, innovative design was carried out in terms of experimental content, experimental type, experimental method and experimental resources, etc., and was presented series of new characters:content hierarchy, type diversity, mode activation and resources sharing. The new experiment link is more conducive to cultivate students' innovative practice ability and team spirit, and is adapted to the development trend of modern advanced engineering education.
引文
[1]孙林岩.人因工程[M].北京:中国科学技术出版社,2001:1-4.
[2]郭伏,钱省三.人因工程[M].北京:机械工业出版社,2016:1-2.
[3]兰爽.人因工程实验的设计与开发[J].实验室研究与探索,2009,28(4):163-165.
[4]兰爽.人因工程实验方案的研究与探讨[J].实验室科学,2009(2):61-63.
[5]陆刚,孙宇博,卢明银,等.工业工程专业实验室建设现状分析及其实验模式研究[J].工业工程,2011,14(2):127-130.
[6]李丽,刘正宏.构建高校“人为因素/人因工程”专业实验平台的探索[J].实验技术与管理,2008,25(6):171-172,176.
[7]周艳,周敏,蒋国璋.基于CDIO的工业工程专业实验教学改革[J].实验室科学,2013,16(2):72-75.
[8]慕光宇,薛冬娟,潘颖.基于CDIO理念的工业工程专业实践教学初探[J].装备制造技术,2013(8):52-53.
[9]朱向庆,胡均万,曾辉,等.CDIO工程教育模式的微型项目驱动教学法研究[J].实验技术与管理,2012,29(11):159-162.
[10]江志刚,周敏,蒋国璋,等.面向创新实践能力培养的人因工程实践教学改革[J].长江大学学报(自科版),2014,11(28):99-101.
[11]吴祈宗.系统工程[M].北京:北京理工大学出版社,2006.58.
[12]钮建伟,张乐.Jack人因工程基础及应用实例[M].北京:电子工业出版社,2014:5-12.
[13]严京滨,张伟,王延斌.基于驾驶仿真的人因实验教学的探索[J].实验技术与管理,2008,25(12):102-104.
[14]张绪柱.工业工程实验与实习教程[M].北京:机械工业出版社,2006:238-240.
[15]段天宏,李乃梁,任海滨.Web环境下《人因工程》应用型教学模式的建立[J].工业工程与管理,2014,19(2):96-99,106.
[2]郭伏,钱省三.人因工程[M].北京:机械工业出版社,2016:1-2.
[3]兰爽.人因工程实验的设计与开发[J].实验室研究与探索,2009,28(4):163-165.
[4]兰爽.人因工程实验方案的研究与探讨[J].实验室科学,2009(2):61-63.
[5]陆刚,孙宇博,卢明银,等.工业工程专业实验室建设现状分析及其实验模式研究[J].工业工程,2011,14(2):127-130.
[6]李丽,刘正宏.构建高校“人为因素/人因工程”专业实验平台的探索[J].实验技术与管理,2008,25(6):171-172,176.
[7]周艳,周敏,蒋国璋.基于CDIO的工业工程专业实验教学改革[J].实验室科学,2013,16(2):72-75.
[8]慕光宇,薛冬娟,潘颖.基于CDIO理念的工业工程专业实践教学初探[J].装备制造技术,2013(8):52-53.
[9]朱向庆,胡均万,曾辉,等.CDIO工程教育模式的微型项目驱动教学法研究[J].实验技术与管理,2012,29(11):159-162.
[10]江志刚,周敏,蒋国璋,等.面向创新实践能力培养的人因工程实践教学改革[J].长江大学学报(自科版),2014,11(28):99-101.
[11]吴祈宗.系统工程[M].北京:北京理工大学出版社,2006.58.
[12]钮建伟,张乐.Jack人因工程基础及应用实例[M].北京:电子工业出版社,2014:5-12.
[13]严京滨,张伟,王延斌.基于驾驶仿真的人因实验教学的探索[J].实验技术与管理,2008,25(12):102-104.
[14]张绪柱.工业工程实验与实习教程[M].北京:机械工业出版社,2006:238-240.
[15]段天宏,李乃梁,任海滨.Web环境下《人因工程》应用型教学模式的建立[J].工业工程与管理,2014,19(2):96-99,106.