基于情境认知与建构主义的《工程材料》课程教学改革实践

Teaching Reform and Practice of Engineering Materials Course Based on Situated Cognition and Constructivism

摘要: 当前，新能源汽车产业的高速发展对人才知识结构提出了全新要求，传统课程面临教学内容与产业脱节、教学模式单一、实践环节薄弱等突出问题。本文以新工科建设理念为引领，以情境认知理论和建构主义学习理论为理论支撑，从教学内容重构、教学模式创新、实践教学体系改革和考核评价改革四个维度，系统阐述了该课程的教学改革路径。改革旨在将课程从传统的“知识传授型”转变为“能力培养型”，构建“厚基础–强交叉–重实践”的教学体系，为新能源汽车领域培养具备材料应用与工程分析能力的复合型工程技术人才。

Abstract: Currently, the rapid development of the new energy vehicle industry has imposed new requirements on the knowledge structure of talents. Traditional courses face prominent problems such as a disconnection between teaching content and industry, a single teaching mode, and weak practical links. Guided by the concept of new engineering construction and supported by situated cognition theory and constructivist learning theory, this paper systematically elaborates on the teaching reform path of the course from four dimensions: reconstruction of teaching content, innovation of teaching mode, reform of the practical teaching system, and reform of assessment and evaluation. The reform aims to transform the course from the traditional “knowledge-imparting type” to a “competence-cultivating type”, constructing a teaching system featuring “solid foundation, strong interdisciplinarity, and emphasis on practice”, so as to cultivate interdisciplinary engineering and technical talents with material application and engineering analysis capabilities for the new energy vehicle field.