基于三阶段的CDIO探究式团队项目的教学改革.ppt

LOGO 基于“三阶段”的CDIO探究式团队项目的教学改革 Gengying LI, Yunpeng Yang Dept. of Civil Eng. Shantou University CDIO logo source: -----以土木工程材料为例 Before reform to 2010 目 录 深化前的CDIO过程及特色 1 深化前的问题 2 深化的目标及原理 3 三阶段的深化改革措施 4 改革效果及体会 5 深化前的CDIO过程 评估产品 （组内、组间交流） 产品 文献阅读 理论知识学习 构思 组内讨论、师生交流 确定设计方案 根据相关规范执行方案 Operate (分析问题) 团队项目 Before reform to 2010 Discuss, Implement and display After reform to 2010 深化前的CDIO特色 通常学生进行了3次CDIO全过程 比如：Bricks Compressive strength (MPa) Flexural strength (MPa) 1st design 25.4 2.8 2st design 38.7 3.4 3st design 40.2 4.1 After reform to 2010 Un-fired bricks Mixture planning--- Conceive and design Manufacture-- Implement Testing--- Implement Products After reform to 2010 CDIO Process for developing unfired brick---step 1 1st, accomplished reference reading and comprehending 2nd, selected raw materials and designed mixture based on the principles of environmental protection and energy-saving. 3rd, applied the first mixture and found that the w/c ratio was high, leading to lower strengths, as shown in Fig.1. 1st mix design After reform to 2010 CDIO Process for developing unfired brick---step 2 1st, a further reference reading, team discussion and teachers` suggestions---to modified their mixture 2cd, selected raw materials according to the modified mixture. 3rd, applied the second mixture. 2nd mix design Polymer was added, the w/c ratio was reduced After reform to 2010 CDIO Process for developing unfired brick---step 3 After the test and analysis for the second designed mixture, the third designed mixture was proposed by the students as shown in Fig.3. 3rd mix design After reform to 2010 深化前存在的问题……学生的反馈 时间不够 难度太大 实验条件不足 基本知识没掌握牢 核心问题是： 在限定教学时间范围内，无法同时提高学生的理论知识和提升学生的各项能力 。 问题的反思 通常的思路：学生的项目必须基于一定的理论知识的学习，因此课程进度安排为：1~12周理论学习；13~16周执行项目 深化前存在的问题 理论知识 团队项目 能力培养 集中进行团队项目探究，造成学生的探多究少，不利培养能力和提升知识；复杂的团队项目，学生感觉压力大、信心低，最后敷衍了事。 学生的各项能力未能得到有效培养。 连续十二周的课堂学习，学生知识掌握不好，部分学生感觉枯燥无味失去学习兴趣。 深化目标及原理 项目从简单开始，提高学生的学习热情 整个项目要有一定的难度，达到培养学生CDIO能力的目标 促进或迫使学生主动学习，扩展和巩固学生的理论知识