摘要
在原有理实一体化教学模式的基础上引入了分层教学法,通过弹性分层、动态调整,“弹性+梯度”制定学习目标、工作任务,形式多样地开展课堂教学活动,有效解决了目前在一体化课程实施中存在的“能力两极分化”、甚至“浑水摸鱼”的情况;引领学生在适合的发展区域得到充分发挥和激励,激发了学生的自主学习意识,培养了学生实践操作和分析问题、解决问题的能力,增强了学生的工程素养和创新意识,满足不同层级学生的需求,取得了良好效果。
In the original real integration teaching mode on the basis of introducing the layered teaching method,through the elastic layered,dynamic adjustment"elastic+gradient"set learning objectives and tasks,various forms of classroom teaching activities,effectively solve the existing in the implementation of the integration of lessons of polarized"ability",even"fish in troubled waters";Lead students to get full play and motivation in suitable development areas,stimulate students’awareness of independent learning,cultivate students’ability of practical operation,problem analysis and problem solving,enhance students’engineering literacy and innovation consciousness,meet the needs of students at different levels,and achieve good results.
作者
张丽萍
ZHANG Liping(Karamay Vocational and Technical College,Karamay,Xinjiang 833600)
出处
《科教导刊》
2022年第6期91-93,共3页
The Guide Of Science & Education
关键词
高职
分层教学法
“分层+理实一体化”教学法
higher vocational
layered teaching method
"stratification+integration of theory and practice"teaching method
