近年来,超级计算机、人工智能、5G、区块链等数字科技不断发展,推动着社会的数字化转型。面对全球数字化转型的浪潮,教育的数字化转型也越来越受到人们的重视。教师作为教育环节的关键一环,是数字化时代教育发展的重要支柱,在提升学生...近年来,超级计算机、人工智能、5G、区块链等数字科技不断发展,推动着社会的数字化转型。面对全球数字化转型的浪潮,教育的数字化转型也越来越受到人们的重视。教师作为教育环节的关键一环,是数字化时代教育发展的重要支柱,在提升学生数字素养和推进社会数字化方面有着不可忽视的作用。挪威作为世界上数字化程度最高的国家之一,自新世纪伊始,就将数字工具作为所有科目和各级学校的必备技能进行教授,更是在学校课程中加入计算机编程等特色科目,培养学生的数字素养。通过对于挪威教师数字素养能力的培养现状的探究,可以帮助我们更好地了解世界先进发达国家在教师数字素养培养上的经验。In recent years, digital technologies such as supercomputers, artificial intelligence, 5G, and blockchain have continued to develop, driving the digital transformation of society. Faced with the wave of global digital transformation, the digital transformation of education has also received more and more attention. Teachers, as a key link in the education process, are an important pillar of educational development in the digital age, and play an indispensable role in improving students’ digital literacy and promoting social digitalization. Norway, as one of the most digitalized countries in the world, has taught digital tools as a necessary skill for all subjects and schools at all levels since the beginning of the new century, and has added special subjects such as computer programming to the school curriculum to cultivate students’ digital literacy. By exploring the current status of the cultivation of Norwegian teachers’ digital literacy, we can better understand the experience of advanced and developed countries in the world in cultivating teachers’ digital literacy.展开更多
模具寿命与材料作为模具设计与制造专业的专业核心课程,蕴含着丰富的育人元素,对模具专业学生核心素养培育起着至关重要的作用,在该课程教学中,把专业知识与核心素养培育协同进行,培养高素质的模具人才。OBE理念导向下模具专业学生核心...模具寿命与材料作为模具设计与制造专业的专业核心课程,蕴含着丰富的育人元素,对模具专业学生核心素养培育起着至关重要的作用,在该课程教学中,把专业知识与核心素养培育协同进行,培养高素质的模具人才。OBE理念导向下模具专业学生核心素养包括文化基础、自主发展、社会参与度三个方面和人文底蕴、科学精神、学会学习、健康生活、责任担当、实践创新六个要素。针对OBE理念导向下模具专业学生核心素养培育要求设计模具寿命与材料课程的核心素养培育目标,挖掘教学元素。实施“三位一体”核心素养培育模式的实践,挖掘、浸润、反哺三驱动,分三步复合辐射,专注于核心素养培育中高阶目标的转化。第一步为线上线下相结合、课内课外共一体的核心素养培育元素挖掘,第二步为素养春风潜课堂、悄然润物细无声的核心素养培育浸润,第三步为内化于心筑灵魂、外化于行展风采的核心素养培育反哺,高质量实现育人目标。As a core course of mold design and manufacturing, the “Mold Life and Materials” course contains rich educational elements and plays a crucial role in cultivating mold students’ core literacy. In the teaching of this course, professional knowledge and core literacy are coordinated to cultivate high-quality mold talents. Under the guidance of OBE concept, the core quality of mold major students includes three aspects: cultural foundation, independent development, social participation and six elements: humanistic heritage, scientific spirit, learning, healthy life, responsibility, practice and innovation. Aiming at the core literacy cultivation requirements of mold major students under the guidance of OBE concept, the core literacy cultivation objectives of mold life and material courses are designed and the teaching elements are explored. The “trinity” core literacy cultivation mode practice was implemented and driven by three drives: mining, infiltrating and feeding. This paper focuses on the transformation of high-level goals in the cultivation of core literacy and is divided into three steps to realize compound radiation. The first step is to explore the core literacy cultivation elements by combining online and offline with integrating in-class and out-of-class, the second step is to cultivate and infiltrate the core quality of literacy by the spring breeze of literacy quietly and moisten students silently, and the third step is to cultivate and nurture the core qualities by internalizing in the heart to build the soul and externalizing in the exhibition style, and then the goal of educating people with high quality was achieved.展开更多
文摘近年来,超级计算机、人工智能、5G、区块链等数字科技不断发展,推动着社会的数字化转型。面对全球数字化转型的浪潮,教育的数字化转型也越来越受到人们的重视。教师作为教育环节的关键一环,是数字化时代教育发展的重要支柱,在提升学生数字素养和推进社会数字化方面有着不可忽视的作用。挪威作为世界上数字化程度最高的国家之一,自新世纪伊始,就将数字工具作为所有科目和各级学校的必备技能进行教授,更是在学校课程中加入计算机编程等特色科目,培养学生的数字素养。通过对于挪威教师数字素养能力的培养现状的探究,可以帮助我们更好地了解世界先进发达国家在教师数字素养培养上的经验。In recent years, digital technologies such as supercomputers, artificial intelligence, 5G, and blockchain have continued to develop, driving the digital transformation of society. Faced with the wave of global digital transformation, the digital transformation of education has also received more and more attention. Teachers, as a key link in the education process, are an important pillar of educational development in the digital age, and play an indispensable role in improving students’ digital literacy and promoting social digitalization. Norway, as one of the most digitalized countries in the world, has taught digital tools as a necessary skill for all subjects and schools at all levels since the beginning of the new century, and has added special subjects such as computer programming to the school curriculum to cultivate students’ digital literacy. By exploring the current status of the cultivation of Norwegian teachers’ digital literacy, we can better understand the experience of advanced and developed countries in the world in cultivating teachers’ digital literacy.
文摘模具寿命与材料作为模具设计与制造专业的专业核心课程,蕴含着丰富的育人元素,对模具专业学生核心素养培育起着至关重要的作用,在该课程教学中,把专业知识与核心素养培育协同进行,培养高素质的模具人才。OBE理念导向下模具专业学生核心素养包括文化基础、自主发展、社会参与度三个方面和人文底蕴、科学精神、学会学习、健康生活、责任担当、实践创新六个要素。针对OBE理念导向下模具专业学生核心素养培育要求设计模具寿命与材料课程的核心素养培育目标,挖掘教学元素。实施“三位一体”核心素养培育模式的实践,挖掘、浸润、反哺三驱动,分三步复合辐射,专注于核心素养培育中高阶目标的转化。第一步为线上线下相结合、课内课外共一体的核心素养培育元素挖掘,第二步为素养春风潜课堂、悄然润物细无声的核心素养培育浸润,第三步为内化于心筑灵魂、外化于行展风采的核心素养培育反哺,高质量实现育人目标。As a core course of mold design and manufacturing, the “Mold Life and Materials” course contains rich educational elements and plays a crucial role in cultivating mold students’ core literacy. In the teaching of this course, professional knowledge and core literacy are coordinated to cultivate high-quality mold talents. Under the guidance of OBE concept, the core quality of mold major students includes three aspects: cultural foundation, independent development, social participation and six elements: humanistic heritage, scientific spirit, learning, healthy life, responsibility, practice and innovation. Aiming at the core literacy cultivation requirements of mold major students under the guidance of OBE concept, the core literacy cultivation objectives of mold life and material courses are designed and the teaching elements are explored. The “trinity” core literacy cultivation mode practice was implemented and driven by three drives: mining, infiltrating and feeding. This paper focuses on the transformation of high-level goals in the cultivation of core literacy and is divided into three steps to realize compound radiation. The first step is to explore the core literacy cultivation elements by combining online and offline with integrating in-class and out-of-class, the second step is to cultivate and infiltrate the core quality of literacy by the spring breeze of literacy quietly and moisten students silently, and the third step is to cultivate and nurture the core qualities by internalizing in the heart to build the soul and externalizing in the exhibition style, and then the goal of educating people with high quality was achieved.
