本文介绍了《热学》课程中实施非标准答案考核改革的必要性和实践经验。笔者通过在课程中引入翻转课堂、方案设计和开放性试题等考核环节,提高了学生参与度,激发了学生的自学能力和创新能力。并且,通过建立合理的评价体系,非标准答案考核方式能够更好地体现学生高阶能力的区分度。This article introduces the necessity and practical experience of implementing non-standard answer assessment reform in the course of Thermodynamics. The author introduced assessment elements such as flipped classroom, program design, and open-ended questions in the course to increase their participation, and stimulate their self-learning and innovation abilities. Moreover, by establishing a reasonable evaluation system, non-standard answer assessment methods can better reflect the differentiation of students’ higher-order abilities.
大学数学课程是理工类高校必修的重要课程,在这类课程中挖掘课程思政元素有着重要的意义。本文以线性代数课程为例进行思政元素的探索。文中首先确定开展线性代数课程思政的五个方向,在此基础上从教学内容出发,深入挖掘思政元素,构建知识点与思政元素充分融合的知识体系,并在教学中将思政教育潜移默化地渗透给学生。The college mathematics course is an important compulsory course in science and engineering universities, and it is of great significance to explore the ideological and political elements in such courses. This article takes the linear algebra course as an example to explore ideological and political elements. The article first identifies five directions for carrying out ideological and political education in linear algebra courses. Based on this, it explores ideological and political elements in depth from the teaching content, constructs a knowledge system that fully integrates knowledge points and ideological and political elements, and subtly infiltrates ideological and political education into students in teaching.
