建设四类实验资源 构建“分层次递进式”实验教学体系.pdfVIP

Vo1. 35 No.2 实验室研究与探索 第 35 卷第2 期 2016 年2 月 RE SEARCH AND EXPLORATION IN LABORATORY Feb. 2016 构建分层次递进式实验教学体系 建设四类实验资源 杨广武， 胡松青， 张亚萍， 郭文跃 (中国石油大学(华东)理学院，山东青岛 266580 ) 摘 要: 实验资源是从事实验教学的物质基础，高校的实验教学创新和体系建设应 该以实验资源的建设为依托。 中国石油大学(华东)材料物理专业通过建设认知 教育乎台、实验教学示范中心、专业实验室、创新实验乎台四类实验资源， 构建了包含认知型、基础型、提高型、创新研究型四个能力培养层次的分层次 递进式实验教学体系。 实践证明，分层次递进式实验教学体系符合学生的学 习和认知规律，激发了学生的积极性，培养了学生的工程实践能力和创新精神，使 更多的高素质专门人才和拔尖创新人才脱颖而出。 关键词:实验教学;实验资源;分层次教学;教学改革 中图分类号:G 420 ; G 642.0 文献标志码:A 文章编号:1006 - 7167(2016)02 - 0159 - 04 Relying on Four Resources to Construct Hierarchical Experimental Teaching System YANG Guang-wu , HU Song-qing , ZHANG Y.α-ping ， GUO Wen-yue (College of Science , China University of Petroleum , Qingdao 266580 , China) Abstract: Experimental resources are the important base for experimental teaching , therefore , it is also the foundation for experimental teaching reformation and experimental teaching system construction . Aiming at improving students ability and personality , China University of Petroleum constructed hierarchical experimental teaching system consisting of cognitive experiment , basic experiment , advanced experiment and creative experiment. The reformation and construction of this experimental teaching system rely on four types of resources , that is , cognitive education plaûorm , experimental teaching demonstration center , specialized laboratory and creative experiment platform . The practice showed that the series of reformation stimulated students interest and inspired their