Case study of a learning-centered paradigm in electrical machinery
以学为中心的电机学范式案例

摘要

为解决传统教学中学生学习被动、知识内化不足的问题，本研究构建并实践了一种电机学“诊断-指导-自主-反思”的深度教学闭环范式。该范式通过诊断历年学情数据，绘制动态更新的电机学“知识误区图谱”，据此优化设计教学内容和分层自主作业；引入“双轨登记”与“三要素自主反思订正”机制，引导学生进行深度自我诊断与反思性学习。实践表明，该范式显著提升了电机学课程目标达成度，有效培养了学生的自主学习习惯与批判性思维，实现了从“学会”到“会学”的深刻转变，为新时代背景下的教学改革提供了可借鉴的方案。

Abstract

In response to the challenges of passive learning and inadequate knowledge internalization prevalent in traditional education, this research has developed and implemented a deep-learning cycle for the course of Electrical Machinery, structured around a “Diagnose-Guide-Autonomize-Reflect” framework. The process begins by analyzing historical learning data to generate a dynamic “Knowledge Misconception Map,” which guides the refinement of instructional materials and the creation of tiered, autonomous assignments. The integration of a “Dual-Track Registration” system and a “Three-Element Self-Correction” mechanism empowers students to conduct in-depth self-assessment and reflective learning. Practice has shown that this paradigm significantly enhances the attainment of the course objectives for Electrical Machines, effectively fosters autonomous learning habits and critical thinking. It facilitates a fundamental shift from merely acquiring knowledge to mastering how to learn, providing a reference for teaching reform in the context of the new era.