关于材料学专业金相显微镜原理及使用技能训练的改革探索

发布时间：2018-05-07 01:16

本文选题：材料科学与工程 + 金相显微镜　；参考：《科教文汇(上旬刊)》2016年12期

【摘要】：针对早期材料类专业金相显微镜(OM)试验课教学存在的不足之处,从训练方法、训练内容和考核方法等方面进行了改进。OM训练方法由早期的"说教式"过渡为"启发式",采用督促学生主动查阅资料、撰写PPT演讲报告、设备拆分与组装等方法,增加了学生参与的积极性。针对现有实验设备,利用教学互动系统更好地增加学生熟识OM工作原理和使用方法,搭配不同类型的试验样品,使得学生的认识更为系统和广泛。OM试验课考核增加了课前预习PPT演讲、课程中使用显微镜拍照、分组作业时的总结报告等内容,并与最终上交的实验报告一体组成了考核依据,降低了教师考评的难度,也促进学生的自主学习、团队合作能力。通过改进后的OM试验课教学,使学生们主动性显著增加,专业技能得到了较为系统的训练。
[Abstract]:In view of the deficiency in the teaching of metallographic microscope (OM) experiment course in the early material specialty, this paper discusses the training methods, In the aspects of training content and examination method, the training method of .OM has been improved from "preaching" to "heuristic" in the early period. The methods of urging students to consult information actively, writing PPT speech report, splitting and assembling equipment, etc. It increases the enthusiasm of students to participate. According to the existing experimental equipment, the interactive teaching system is used to increase the students' familiarity with the working principles and methods of OM, and to match different types of test samples. This makes the students' understanding more systematic and extensive. OM test increases the content of pre-class preparation of PPT lectures, the use of microscopes in the course, the summary report of the group work, etc., and constitutes the basis of the examination with the final submission of the experimental report. It reduces the difficulty of teacher evaluation and promotes students' self-learning and teamwork ability. Through the improved OM experimental teaching, the students' initiative has been increased significantly, and their professional skills have been systematically trained.
【作者单位】：材料各向异性与织构教育部重点实验室;东北大学材料科学与工程学院;
【分类号】：TB30-4;G642

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