摘要
信息化教学能力构成元素是教育数字化转型背景下师范院校制订人才培养方案和确立人才培养模式的基础。文章通过对中小学教师信息技术应用标准、信息技术对信息化教学的变革、内地西藏师范生的信息技术应用等分析确立内地西藏师范生信息化教学能力构成元素,将其归纳为三大元素和五大维度,并细化出内地西藏师范生信息化教学能力培养的基础要求及升级要求,期望以此为内地西藏师范生信息化教学能力培养提供理论参考依据。
In view of the current situation that the automatic and intelligent cement production process restricts the onsite practice teaching,the paper aims to make students simulate and calculate the temperature,pressure,surface heat dissipation,flue gas composition and dust content of cement production in the virtual production environment by simulating the real production environment of the cement factory,supplemented by animation,virtual scene,highdefinition video and other forms of expression,so as to deeply understand the material flow/energy flow conversion in the cement production process,Be familiar with the testing and analysis methods of thermal parameters in the cement production process and the knowledge and principles of energy-saving measures and effect evaluation,so as to improve students'interest in learning and recognition of the professional knowledge of material process and enhance their ability of scientific research.
作者
韩雪
HAN Xue(Hunan Vocational&Technical College for Nationalities,Yueyang,Hunan 414000)
出处
《科教导刊》
2023年第6期62-64,共3页
The Guide Of Science & Education
基金
湖南省教育厅科学研究项目“教育数字化转型背景下内地西藏师范生信息化教学能力培养研究”(22C0998)
关键词
内地西藏师范生
信息化教学能力
信息化教学能力构成元素
mainland Tibetan normal students
informatization teaching ability
elements of informatization teaching ability
