基于兴趣激励及成就感培养的工科专业“三位一体”教学改革

“Trinity” Education Reform of Engineering Major Based on Interest Incentive and Achievement Cultivation

摘要: 针对现阶段工科大学生学习过程中普遍存在被动性学习、对专业不感兴趣或不了解、学习成就感不强、受外界因素干扰较大等诸多问题，从学科基础课程知识体系梳理、混合式教学、翻转课堂、数值模拟虚拟仿真实验、自制创新实验等方面开展课堂、线上、创新实验有机结合的“三位一体”教学改革。多举措提升当代工科大学生学习兴趣、自我成就感及专业自信，不断满足“新工科”教育对于创新性人才培养的基本要求，以适应教育信息化变革的新要求，增强工程教育人才培养对产业发展的适应性。

Abstract: At present, the problems of passive learning, uninterested in the major, weak sense of learning achievement, and being easy to be affected by external factors are widespread to engineering college students. The “trinity” teaching reform is carried out from the aspects of combing the knowledge system of basic subject courses, mixed teaching, flipped classroom, virtual simulation experiment, innovation experiment and so on. The multiple measures are taken to improve the learning interest, self-achievement and professional self-confidence of contemporary engineering college students. The basic requirements of “new engineering” education for innovative talents are met constantly. The teaching reforms are carried out to adapt to the new requirements of the reformation of the educational informationization and enhance the adaptability of engineering education talents training to industrial development.