Study on Strategy in University Laboratory Class Teaching

DOI

10.2991/assehr.k.210121.081How to use a DOI?

Keywords

Laboratory teaching, Engineering education, Science experiments teaching, Teaching approaches, University Classes

Abstract

Laboratory teaching is a critical way to ensure the effective input of techniques in engineering learning. Laboratory teaching not only contributes to improving course quality but also helps enrich comprehensive engineering application ability. However, there are some typical problems in current university laboratory teaching, such as rigid and isolated course design, outdated contents and materials, and not encouraging innovation and real-world problem solving. To overcome these challenges, a three-step teaching reconstruction strategy has been proposed to enhance university educators’ teaching effects, including introduce new laboratory teaching methods, updating contents and materials, and organizing innovative and multi-discipline Learning. Through efforts made by university teachers, students, and industry partners, the goal can be achieved by following the proposed strategy.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Haoxi Zhang
AU  - Edward Szczerbicki
PY  - 2021
DA  - 2021/01/23
TI  - Study on Strategy in University Laboratory Class Teaching
BT  - Proceedings of the 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020)
PB  - Atlantis Press
SP  - 390
EP  - 393
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210121.081
DO  - 10.2991/assehr.k.210121.081
ID  - Zhang2021
ER  -