任务驱动下《海洋声学》探究式教学重构——从知识传递到思维赋能

Reconstruction of Inquiry-Based Teaching of “Marine Acoustics” Driven by Tasks—From Knowledge Transmission to Thinking Empowerment

摘要: 在现代海洋科学与水下工程技术快速发展的背景下，水下工程应用场景的复杂性日益提升，这对海洋领域专业人才的专业知识与高阶思维能力提出了更高要求。《海洋声学》作为高等院校水下技术相关专业的核心课程，其传统教学模式以“教师讲授、学员记忆”为主，导致学员虽能掌握基础理论知识，但在面对真实海洋工程的非结构化声学应用问题时，常表现出“知识滞胀”与“思维贫困”的现象，难以有效应对复杂多变的实际应用场景。为破解这一困境，本研究构建了“任务–思维–互动”三维赋能模型，并以劣构性探究任务为核心驱动，对《海洋声学》课程进行系统性教学重构。通过为期一年的两轮教学迭代实践，选取专业本科生为研究对象，采用混合研究方法对多源数据进行全流程编码分析，研究结果表明，该教学模式显著促进了学员思维模式从依赖“标准答案”向灵活处理不确定性的转变，有效内化了专家式认知策略，同时实现了学员学习身份与知识观的积极重塑，为工程技术类课程的教学范式变革提供了新的理论与实践路径。

Abstract: Against the background of the rapid development of modern marine science and underwater engineering technology, the complexity of underwater engineering application scenarios is increasing, which puts forward higher requirements for professional knowledge and higher-order thinking abilities of marine professionals. As a core course for underwater technology-related majors in institutions of higher education, the traditional teaching mode of “Marine Acoustics” is dominated by “teachers lecturing and students memorizing”. Although students can master basic theoretical knowledge, they often exhibit the phenomena of “knowledge stagflation” and “thinking poverty” when faced with unstructured acoustic application problems in real marine engineering, making it difficult to effectively cope with complex and changeable practical application scenarios. To solve this dilemma, this study constructs a three-dimensional empowerment model of “Task-Thinking-Interaction”, and systematically reconstructs the teaching of “Marine Acoustics” driven by ill-structured inquiry tasks as the core. Through two rounds of teaching iterative practice over one year, undergraduate students majoring in this field were selected as research subjects, and a mixed research method was used to conduct full-process coding analysis of multi-source data. The results show that this teaching mode significantly promotes the transformation of students’ thinking mode from relying on “standard answers” to flexibly dealing with uncertainty, effectively internalizes expert cognitive strategies, and positively reshapes students’ learning identity and knowledge outlook, providing a new theoretical and practical path for the teaching paradigm reform of engineering and technology courses.