作　　者： ; ; ;

机构地区： 汕头大学工学院土木工程系

出　　处： 《汕头大学学报（自然科学版）》 2014年第2期73-80,共8页

摘　　要： 为更有效实现"知识-能力"一体化培养目标,在总结前期探究式教学经验基础上,设计了多层级探究教学过程.以《土木工程材料》课程的探究项目为例:首先进行较浅而窄的理论知识教学,进而执行较简单的第一层级探究任务;然后继续进行较深入的理论教学,引导学生完成稍复杂的第二层级探究任务;在学生已构建的知识和能力基础上,针对课程核心内容,提出最高层级的探究任务,有效训练提升学生的知识和能力.实践表明,多层级探究式教育能更有效保护学生的好奇心、激发学生的学习兴趣和探究能力.教学实践还表明,多层级探究式教育有利于激发学生的主动探究精神. In order to integrate the knowledge inquiry teaching approch was schemed based o and n the ability of students, a former experience multi -level ＂Materials ofcivil engineering＂ course was taken as an example in this study. Simple and narrow knowledge was lectured by teachers and the first step of this project with a low level requirement was performed by students. Afterward, relatively complicated and wide knowledge was introduced, and the second step of the project was completed by the students. Based on the former two-steps studies, the third step of project including the key content of the course was issued to effectively promote the knowledge and ability. It is shown that the multi-level inquiry feaching method can evoke the curiosity of students and stimulate their interest. The practice also indicates that the method is beneficial for stimulating the inquiry spirit of students.

关 键 词： 多层级 探究式学习 知识 能力 一体化培养

领　　域： [文化科学] [文化科学]