摘要
布鲁姆教育目标分类理论把人们对于知识的认知过程维度由浅入深分为六个阶段,焊接冶金学课程据此采用线上和线下的混合教学模式,引导学生课前自主学习,课堂实现知识内化,通过引入真实工程案例,充分调动学生的学习积极性,提升教学效果。
Bloom’s educational objective classification theory divides people’s cognitive process dimension of knowledge into six stages from the surface level to the deeper one.Based on this,the welding metallurgy course adopts the mixed teaching mode of online and offline to guide students to learn independently before class and realize the internalization of knowledge in class.By introducing real engineering cases,the learning enthusiasm of students is fully aroused and the teaching effect is improved.
作者
崔冰
马群双
尹孝辉
CUI Bing;MA Qunshuang;YIN Xiaohui(School of Materials Science and Engineering,Anhui University of Technology,Ma’anshan 243002,Anhui,China)
出处
《安徽工业大学学报（社会科学版）》
2022年第5期58-60,共3页
Journal of Anhui University of Technology：Social Sciences
基金
安徽高校省级质量工程项目(2020xsxxkc096,2020szsfkc0198)
安徽工业大学教育教学研究重点项目(2021jy02)。
关键词
焊接冶金学
布鲁姆
教育目标分类
混合教学
welding metallurgy course
Bloom
educational objective classification
mixed teaching
