“开放性实验 + 线上线下混合”教学模式的探索与实践——以《核辐射监测》课程为例

Exploration and Practice of the “Open Experiments + Online-Merge-Offline” Teaching Model—A Case Study of the Nuclear Radiation Monitoring Course

摘要: 为适应新工科背景下学时压缩与工程能力培养深化的双重挑战，该研究以工科院校《核辐射监测》课程为载体，系统构建并实践了“开放性实验 + 线上线下混合”教学模式。该模式以成果导向教育(OBE)和设计本位研究(DBR)为理论指导，创新性地提出“设计迭代环”(线上)与“实证验证环”(线下)双环耦合驱动机制，并设计了“任务启动与知识构建–方案设计与模拟优化–方案实施与数据采集–数据分析、报告撰写与反思迭代”的四阶递进混合式教学流程。通过开发“核心项目–虚拟仿真–案例数据”三位一体的开放性实验资源包，以及构建基于“全过程数字档案”的多维度形成性评价体系，有效破解了传统实验教学在时空弹性、探究深度与个性化支持方面的局限。教学实践表明，该模式显著提升了学生在复杂工程问题识别与界定、多约束条件下系统方案设计、团队协作与专业沟通等方面的综合素养，为军队工科专业乃至同类院校的实践教学改革提供了可复制、可操作的系统性解决方案。

Abstract: To address the dual challenges of reduced instructional hours and the demand for enhanced engineering competency in the context of emerging engineering education, this study systematically constructs and implements the “Open Experiments + Online-Merge-Offline” teaching model using the Nuclear Radiation Monitoring course in an engineering academy as a case study. Guided by Outcome-Based Education (OBE) and Design-Based Research (DBR), the model innovatively proposes a dual-loop coupling mechanism consisting of a “design iteration loop” (online) and an “empirical validation loop” (offline). A four-stage progressive blended teaching process is designed: (1) task initiation and knowledge construction, (2) solution design and simulation optimization, (3) implementation and data collection, and (4) data analysis, report writing, and reflective iteration. By developing an open experiment resource package integrating “core projects, virtual simulations, and case data”, and by constructing a multidimensional formative assessment system based on “comprehensive digital portfolios”, the model effectively addresses the limitations of traditional experimental teaching in terms of temporal and spatial flexibility, depth of inquiry, and personalized support. Teaching practice demonstrates that the model significantly enhances students’ competencies in identifying and defining complex engineering problems, designing systematic solutions under multi-constraint conditions, and engaging in teamwork and professional communication. This study provides a replicable and actionable framework for practical teaching reform in military engineering disciplines and similar institutions.