%0 Journal Article
%T 基于TBL理念的课程联动教学模式研究与实施——以计算机工程学院课程建设为例
Research and Implementation of Curriculum Linkage Teaching Mode Based on TBL Concept—Taking the Curriculum Construction of the School of Computer Engineering as an Example
%A 段宗秀
%A 景晓柳
%A 马钊
%A 彭煜珍
%J Vocational Education
%P 42-50
%@ 2160-4401
%D 2025
%I Hans Publishing
%R 10.12677/ve.2025.146246
%X TBL教学理念重视培养学生的团队合作能力，课程联动注重课程之间的衔接性，通过TBL的教学方法促进课程联动的发展。本文以计算机类专业课程为研究对象，系统阐释TBL与课程联动的理论内涵，剖析当前课程衔接存在的知识割裂、实践脱节等问题。通过论证TBL影响下课程联动的可行性与必要性，提出从TBL模式拓展、课程联动前期准备、实施过程优化及多元评价完善四方面入手，强化师生团队协作意识，着重提升学生工程实践能力。打破学科界限，促进课程知识串联，助力学生构建跨学科思维体系，提升综合素养，实现“以团队促学习，以联动强教学”的目标。
TBL (Team-Based Learning) attaches great importance to cultivating students’ teamwork ability, while curriculum linkage emphasizes the connectivity between courses. The teaching method of TBL is employed to promote the development of curriculum linkage. Taking computer-related professional courses as the research object, this paper systematically expounds the theoretical connotations of TBL and curriculum linkage, and analyzes the existing problems in curriculum articulation, such as knowledge fragmentation and practical disconnection. By demonstrating the feasibility and necessity of curriculum linkage under the influence of TBL, this paper proposes starting from four aspects: the expansion of the TBL model, the preparation for curriculum linkage, the optimization of the implementation process, and the improvement of the diversified evaluation system. These measures aim to strengthen the teamwork awareness of teachers and students, especially enhance students' engineering practice ability. Moreover, it seeks to break the disciplinary boundaries, promote the connection of curriculum knowledge, help students build an interdisciplinary thinking system, improve their comprehensive qualities, and achieve the goal of “promoting learning through teamwork and strengthening teaching through curriculum linkage”.
%K TBL理念，
%K 课程联动，
%K 计算机类课程
TBL Concept
%K Curriculum Linkage
%K Computer-Related Courses
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=116778