摘要
项目式教学能有效激发学生的好奇心和学习兴趣,互联网大幅降低了教学项目运行的门槛,但要保持系列化的项目课程的持续运行,对课程设计和教师团队仍有较高要求。本文首先综述建构主义提供的多种相关教学工具,总结了项目式教学的特征集;其次介绍了电子科技大学“交互新媒体艺术”辅修专业对培养能力目标的设置,以及在脚手架理念、设计思维、Scrum敏捷项目管理方法支持下的跨学科课程群的设计和运行情况。实践表明,在项目式课程中:(1)教师既需要像教练那样主动维持教学活动、管理项目进度,又需要像咨询师那样随时但被动地为学生们提供脚手架支持;(2)学生的持续学习热情依赖于破除“做作业”和“完成任务”心态;(3)教师需要在管控进度和放手让学生试错成长之间取得平衡。
Project-based teaching can effectively stimulate students'curiosity and learning interest,while the internet has significantly lowered the threshold for running teaching projects.However,maintaining the continuous operation of a series of project courses still requires high standards for course design and teacher teams.This article first reviews various teaching tools provided by constructivism and summarizes the characteristics of project-based teaching.Secondly,it introduces the establishment of training goals for the“Interactive New Media Art” minor at the University of Electronic Science and Technology of China,as well as the design and operation of an interdisciplinary course group supported by the scaffolding concept,design thinking,and the Scrum agile project management method.Practice has shown that in project-based courses:①Teachers need to actively maintain teaching activities and manage project progress like coaches,while also providing scaffolding support to students whenever needed,acting more passively as consultants;②Students'sustained enthusiasm for learning relies on breaking free from the mindset of merely“doing homework”or“completing tasks”;③Teachers must strike a balance between maintaining control over progress and allowing students to grow through trial and error.
作者
彭岷
刘惠
徐世中
黄廷祝
Peng Min;Liu Hui;Xu Shizhong;Huang Tingzhu
出处
《高等工程教育研究》
CSSCI
北大核心
2024年第5期69-75,101,共8页
Research in Higher Education of Engineering
基金
四川省高等学校创新性实验项目“互动作品设计与实现”(川教函[2023]446号)。
关键词
新工科
项目式教学
建构主义
脚手架教学
跨学科
emerging engineering education
project-based learning
constructivism
scaffolding teaching
interdisciplinary
