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title="實(shí)用文">實(shí)用文</a><code>></code><a href='http://m.crossfitfinalpush.com/lunwen/' title="論文">論文</a><code>></code> 應(yīng)用型獨(dú)立院校中《控制工程基礎(chǔ)》課程教學(xué)體會(huì)談?wù)撐?/span></div> <div id="fh3peh5a" class="main-left"> <div id="fh3peh5a" class="article"> <script type="text/javascript">s("title_top");</script> <h1 class="title">應(yīng)用型獨(dú)立院校中《控制工程基礎(chǔ)》課程教學(xué)體會(huì)談?wù)撐?/h1> <div id="fh3peh5a" class="info"> <span id="fh3peh5a" class="time">時(shí)間：2021-06-14 10:29:59 </span> <span id="fh3peh5a" class="sm_after_time"></span> <span id="fh3peh5a" class="source"><a target="_blank" href="http://m.crossfitfinalpush.com/lunwen/" title="論文">論文</a></span> <span id="fh3peh5a" class="source"><a target="_blank" href="http://m.crossfitfinalpush.com/usr/login.html" title="我要投稿">我要投稿</a></span> </div> <script type="text/javascript">s("content_top");</script> <div id="fh3peh5a" class="content"> <div id="fh3peh5a" class="excellent_articles_box"><ul> <li id="fh3peh5a" class="excellent_articles_title">相關(guān)推薦</li> </ul></div> <p>應(yīng)用型獨(dú)立院校中《控制工程基礎(chǔ)》課程教學(xué)體會(huì)談?wù)撐?/p><p>　　獨(dú)立學(xué)院是按照新的辦學(xué)機(jī)制和培養(yǎng)模式舉辦的本科層次的高等院校，其中采用培養(yǎng)模式最多的是應(yīng)用型。應(yīng)用型是高等教育發(fā)展到一定階段的必然取向，尤其是大眾化和普及化的到來(lái)，整個(gè)高等教育從學(xué)術(shù)型和研究型轉(zhuǎn)向應(yīng)用型已是大勢(shì)所趨。應(yīng)用型人才的核心是“用”，本質(zhì)是學(xué)以致用，“用”的基礎(chǔ)是掌握知識(shí)與能力，“用”的對(duì)象是社會(huì)實(shí)踐，“用”的目的是滿足社會(huì)需求，推動(dòng)社會(huì)進(jìn)步。</p><p style="text-align: center;"><img loading="lazy" src="https://p.9136.com/00/l/c2dbcec401.jpg" 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前期知識(shí)的準(zhǔn)備</p><p>　　由于課程特點(diǎn)，對(duì)先行課程相關(guān)知識(shí)聯(lián)系緊密，有必要在緒論中增加一部分前期課程知識(shí)的復(fù)習(xí)，使學(xué)生理解和學(xué)習(xí)起來(lái)更加流暢。比如所涉及的工程力學(xué)、電工學(xué)、大學(xué)物理，尤其是高等數(shù)學(xué)等課程，可以提前說(shuō)明課程要運(yùn)用到哪些知識(shí)，督促學(xué)生在課余時(shí)間有針對(duì)性的復(fù)習(xí)。</p><p>　　（二）教材的選擇</p><p>　　傳統(tǒng)教學(xué)和培養(yǎng)模式中，該課程注重理論學(xué)習(xí)，所使用的教材深度和難度都極大，比如：華中科技大學(xué)出版社，楊叔子主編的《機(jī)械工程控制基礎(chǔ)》；而且對(duì)于獨(dú)立學(xué)院的學(xué)生來(lái)說(shuō)，學(xué)習(xí)起來(lái)難度很大。因此，適用應(yīng)用型人才培養(yǎng)模式的教材，必須要將理論知識(shí)簡(jiǎn)化，并附有一定應(yīng)用實(shí)例。筆者學(xué)校就參與主編針對(duì)應(yīng)用型人才培養(yǎng)模式的教材，知識(shí)點(diǎn)全而簡(jiǎn)單，而且配合實(shí)例講授，學(xué)生更加容易理解。</p><p>　�。ㄈ� 教學(xué)主線的明確</p><p>　　教學(xué)過(guò)程中一定要抓住“穩(wěn)定性、準(zhǔn)確性、快速性”這條控制系統(tǒng)要求的主線。一般來(lái)說(shuō)，課程內(nèi)容主要講授6個(gè)章節(jié)，每個(gè)章節(jié)內(nèi)容其實(shí)都是相互關(guān)聯(lián)的，體現(xiàn)如下：</p><p>　　（1）緒論是讓學(xué)生對(duì)系統(tǒng)尤其是控制系統(tǒng)進(jìn)行整體認(rèn)識(shí)；</p><p>　�。�2）傳遞函數(shù)是研究控制系統(tǒng)的數(shù)學(xué)模型；如何通過(guò)前期課程知識(shí)分析的微分方程，得到一個(gè)控制系統(tǒng)的傳遞函數(shù)？</p><p>　�。�3）時(shí)域分析是研究控制系統(tǒng)性能的一種方法；怎么利用傳遞函數(shù)進(jìn)行時(shí)域分析？怎樣利用時(shí)域分析評(píng)價(jià)系統(tǒng)性能？</p><p>　�。�4）頻域分析是研究控制系統(tǒng)性能的另外一種方法；怎么由實(shí)數(shù)域的傳遞函數(shù)轉(zhuǎn)變成復(fù)數(shù)域的頻率特性？怎么利用頻率特性繪制奈奎斯特圖和Bode圖；奈奎斯特圖能體現(xiàn)系統(tǒng)哪些性能？Bode圖能體現(xiàn)系統(tǒng)哪些性能？</p><p>　�。�5）穩(wěn)定性是研究控制系統(tǒng)的'一個(gè)目的。利用傳遞函數(shù)怎么判斷系統(tǒng)穩(wěn)定性？利用奈奎斯特圖怎樣判斷系統(tǒng)穩(wěn)定性？利用Bode圖，怎樣判斷系統(tǒng)穩(wěn)定性？</p><p>　�。ㄋ模� 教學(xué)方法及內(nèi)容的變化</p><p>　　有一位置隨動(dòng)系統(tǒng)，方框圖為圖a，Mp≤5%當(dāng)系統(tǒng)輸入單位階躍函數(shù)時(shí)，</p><p>　　1）校核該系統(tǒng)的各參數(shù)是否滿足要求？2）在原系統(tǒng)中增加一微分負(fù)反饋，如圖b所示，求微分反饋的時(shí)間常數(shù)。</p><p>　　傳統(tǒng)的教學(xué)方法，注重理論講授，對(duì)于實(shí)踐及應(yīng)用的認(rèn)識(shí)和重視度不夠，導(dǎo)致學(xué)生失去學(xué)習(xí)興趣。其實(shí)筆者調(diào)查了一部分學(xué)生，發(fā)現(xiàn)學(xué)生不是不想學(xué)習(xí)課程，而是覺(jué)得課程內(nèi)容太抽象，不知道在實(shí)際中有怎樣的應(yīng)用。因此，在課程教學(xué)的過(guò)程中，一定要強(qiáng)調(diào)理論應(yīng)用的實(shí)際意義，盡量結(jié)合現(xiàn)實(shí)中的例子。</p><p>　　如圖1例題是關(guān)于二階振蕩系統(tǒng)時(shí)間響應(yīng)性能指標(biāo)的常規(guī)題目。講授過(guò)程中可以將其引入到汽車懸掛系統(tǒng)設(shè)計(jì)的問(wèn)題上。懸掛系統(tǒng)需要在汽車行駛過(guò)程中保持有效的抗震性能，也就是遇到顛簸時(shí)最大超調(diào)量不宜過(guò)大，否則乘客會(huì)感覺(jué)很不舒適。設(shè)計(jì)師先設(shè)計(jì)了a方案，通過(guò)計(jì)算檢驗(yàn)是否滿足要求；如果不滿足要求，增加怎樣的微分負(fù)反饋環(huán)節(jié)，可以使設(shè)計(jì)的懸掛系統(tǒng)滿足要求。通過(guò)這種具體事例表述的方式，學(xué)生接受起來(lái)就容易的多。</p><p>　　<strong>三、總結(jié)</strong></p><p>　　對(duì)于應(yīng)用型獨(dú)立院校，怎樣培養(yǎng)高素質(zhì)應(yīng)用型人才已經(jīng)成為迫在眉睫的問(wèn)題。解決培養(yǎng)問(wèn)題，就要抓住教學(xué)的各個(gè)環(huán)節(jié)，盡可能將課程內(nèi)容和教學(xué)思路轉(zhuǎn)向應(yīng)用。筆者根據(jù)《控制工程基礎(chǔ)》教學(xué)經(jīng)驗(yàn)，探討了如何改變教學(xué)思想，將知識(shí)與事例結(jié)合，來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，以達(dá)到培養(yǎng)應(yīng)用型人才的目的。</p><p><strong>　　參考文獻(xiàn)：</strong></p><p>　　[1]王建華.高等教育的應(yīng)用性[J].《教育研究》，2013年第4期.</p><p>　　[2]吳中江，黃成亮.應(yīng)用型人才內(nèi)涵及應(yīng)用型本科人才培養(yǎng)[J].《高等工程教育研究》，2014年第2期.</p><p>　　[3]杜艷紅，劉源，于亞萍.淺談“控制工程基礎(chǔ)”課程教學(xué)[J].《科技創(chuàng)新導(dǎo)報(bào)》，2009年第10期.</p><p>　　[4]王偉，申愛(ài)明.控制工程基礎(chǔ)課程教學(xué)改革研究與探索[J].《安徽師范大學(xué)學(xué)報(bào)》[J].2007年3月.</p> 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