辩证逻辑思维方法在《工程制图》教学中的应用研究

发布时间：2018-06-09 22:20

本文选题：教学理论 + 工程制图　；参考：《西南大学》2013年硕士论文

【摘要】：知与行是人类活动的基本结构。在人类活动的起初,知和行是融合的,随着人类活动的不断深入,以及获得经验的不断丰富,他们对活动对象的理解就越来越深刻,在此基础上形成了理论——对活动对象的系统的“知”,理论则沿着自身的逻辑不断发展和变化,并有一个群体专门为知之做深入研究,于是知与行慢慢的开始分离。本研究认为,《工程制图》教学中的辩证逻辑思维探析、辩证逻辑思维教学理论研究者与教学实践工作者之间存在着一个虚空。辩证逻辑思维是填充虚空的认识中介,《工程制图》教师是填充虚空的主体中介。《工程制图》教学的出现会健全工程类各专业教学工作者队伍的结构,使相关教学工作者各就其位、各司其职、相互协作,能够使教学理论与教学实践变得和谐,并有效促进辩证逻辑思维能力的发展,进而深化教学改革。而目前,在我国的高职教育中,却忽略了对辩证逻辑思维方法的应用,或者存在着没有很好地将辩证逻辑的理论与教学有利的结合起来的问题,从而教学效果不明显,学生的学习思维能力不能得到有利的提升。本研究围绕《工程制图》教学中的辩证逻辑思维做初步的系统研究。教学理论只有通过教学思维与教学实践结合才能发挥作用,这也是教师完成教学任务的过程。在这一过程中,筹划、解释、设计和建构模型都是教师经常运用的方法,然后通过问卷调查法、利用SPSS统计软件对调查收集的数据进行多元的探索性因素分析,从而建构了教学工程师的素质结构模型,态度、知识与观念、能力三个维度直接反应《工程制图》教师的素质结构。目前,《工程制图》教师普遍存在辩证逻辑思维教学修养和境界、学科修养和境界相对比较欠缺,以及工程意识、工程思维能力、工程修养欠佳。因此,结合教师应负有的责任和肩负的使命以及应具备的素质,分析其素质现状和培养现状,在此基础上提出了《工程制图》教师要遵循的培养原则和培养途径。
[Abstract]:Knowledge and action are the basic structure of human activities. At the beginning of human activity, knowledge and action were merged, and as human activities deepened and gained more experience, their understanding of the object of the activity became more and more profound. On this basis, the theory of "knowledge" of the system of the active object is formed, and the theory develops and changes along its own logic, and a group of people do in-depth research for it, so the knowledge and the action begin to separate slowly. This study holds that there is a void between the researchers of dialectical logic thinking teaching theory and the teaching practice workers in the teaching of engineering drawing. Dialectical logic thinking is the cognitive medium to fill the void, and the teacher is the main intermediary to fill the void. The appearance of teaching will improve the structure of the teaching staff of engineering majors. By making the relevant teaching workers have their own roles and responsibilities and cooperate with each other, we can make the teaching theory and teaching practice harmonious, and effectively promote the development of dialectical logical thinking ability, and then deepen the teaching reform. But at present, in the higher vocational education of our country, the application of dialectical logic thinking method is neglected, or there is the problem that the theory of dialectical logic is not well combined with teaching, so the teaching effect is not obvious. This study focuses on the dialectical logic thinking in the teaching of Engineering drawing. Teaching theory can play a role only through the combination of teaching thinking and teaching practice, which is also the process for teachers to complete their teaching tasks. In this process, planning, explaining, designing and constructing models are often used by teachers, and then through questionnaire survey, using SPSS statistical software to carry out multi-element exploratory factor analysis of the data collected in the survey. Thus, the three dimensions of quality structure model, attitude, knowledge and concept, and ability of teaching engineers directly reflect the quality structure of teachers. At present, the teachers of Engineering drawing generally have the teaching accomplishment and realm of dialectical logic thinking, the relative lack of discipline accomplishment and realm, and the poor engineering consciousness, engineering thinking ability and engineering accomplishment. Therefore, according to the responsibility, mission and quality of teachers, this paper analyzes the present situation of quality and cultivation of teachers, and puts forward the training principles and ways for teachers to follow.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B811-4

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