BelowNew engineering, new liberal arts, new medicine, new agriculture, basic courses, curriculum ideology and politicsOne of the six types of courses is an example of how to interact with students in depth.
1.New Engineering: Computer Networks(1) Problem-oriented teaching: guide students to think about computer network related issues, such as network security, network protocols, etc. (2) Cooperative learning: Let students form groups to conduct computer network experiments and project practice on the Internet. Through group collaboration, we work together to solve problems and difficulties encountered in practice. (3) Case study: Introduce practical cases for students to analyze and discuss solutions, such as SSL (Secure Sockets Layer) handshake protocol security vulnerabilities. (4) Role-playing: Simulate computer network attacks, allowing students to play the role of attackers and victims, and experience the importance of security precautions. (5) Project practice: Let students independently design and implement a small network system, from hardware selection, architecture design to system implementation, a comprehensive and in-depth understanding of computer network knowledge. (6) Ideation**: Let students independently conceive a cyber security problem, analyze and solve it through experiments and simulations.
New Liberal Arts: History and Culture(1) Problem-oriented teaching: guide students to ask questions about history and culture, and how to transform history and culture into contemporary cultural values. (2) Cooperative learning: Let students participate in historical and cultural research in groups in the course, and exchange ideas from different cultural backgrounds. (3) Case studies: analyze the social impact of historical and cultural events, such as the impact on contemporary cultural and social development. (4) Role-playing: Let students play the role of historical figures, and have a deeper understanding of history and culture through role-playing. (5) Project practice: Through field trips, students will plan their own itineraries, experience the cultural background of different cultural regions, and achieve practical cognition and cultural exchange. (6) Reflection and summary: At the end of the course, students summarize the cultural background they have experienced and the influence of historical culture on contemporary culture.
3.New Medicine: Prevention and Treatment of Diseases(1) Problem-oriented teaching: put forward various problems of disease prevention and control, such as how to prevent obesity and control diabetes. (2) Cooperative learning: Let students work in groups to analyze the situation of various diseases in cooperation, investigate local information, and formulate effective epidemic prevention measures. (3) Case study: Conduct case studies on the theme of prevention and control of specific populations, and analyze epidemic prevention measures and disease transmission routes. (4) Role-playing: Students play the role of doctors or patients to communicate and exchange ideas, so that patients can better understand health knowledge. (5) Project practice: Let students participate in the epidemic prevention promotion in the community or school, and give full play to their medical knowledge and communication skills. (6) Reflection and summary: At the end of the course, students summarize the effective measures and methods they have experienced to prevent and treat diseases, and put forward new plans and suggestions.
4.New Agricultural Science: Ecological Agriculture(1) Problem-oriented teaching: guide students to ask questions about ecological agriculture, such as how to balance agricultural production and environmental protection. (2) Cooperative learning: Let students work in groups, visit farms, study ecological agriculture, and discuss and solve problems together. (3) Case study: Analyze successful cases and failure cases, and analyze the factors affecting ecological agriculture. (4) Role-playing: Let students play the roles of farmers, environmental protection volunteers, etc., simulate various ecological agriculture scenarios and situations, and discuss solutions. (5) Project practice: Let students experience agricultural production and ecological protection with their own hands, and experience ecological agriculture knowledge through cultivation of organic vegetables and vegetation restoration. (6) Reflection and summary: At the end of the course, students summarize the characteristics and advantages of ecological agriculture and make suggestions on how to promote and realize ecological agriculture.
5.Fundamentals: Mathematical Analysis(1) Problem-oriented teaching: Mathematical problems are proposed and solved on the basis of mathematical analysis, such as "What is the tangent of a curve?" (2) Cooperative learning: Let students work in groups to solve mathematical analysis problems and exchange their ideas and solutions. (3) Case Studies: Introduce classical mathematical problems and allow students to analyze and discuss solutions. (4) Role-playing: Let students play the role of mathematicians to simulate the situation and process of mathematical problem research. (5) Project practice: Let students complete mathematical analysis homework and exercises independently to consolidate their mathematical analysis ability. (6) Reflection and summary: At the end of the course, students summarize the theoretical knowledge and problem-solving methods of mathematical analysis, find out their own shortcomings, and strengthen their practice.
6.Course Ideology and Politics: Civic Ethics and the Rule of Law(1) Problem-oriented teaching: Raise the issues behind ethics and the rule of law, such as how to protect human rights and the rule of law. (2) Cooperative learning: Let students discuss and analyze social ethics and rule of law issues in groups, and how to achieve moral and rule of law goals in social life. (3) Case studies: Introduce typical cases, such as the conflict between social justice, democracy and the rule of law, and mutual constraints, so that students can analyze the current situation of social ethics and the rule of law. (4) Role-playing: Have students play the roles of judges, lawyers, and citizens, simulate court trials and proceedings, and discuss sensitive issues. (5) Project practice: Carry out community and school civic ethics and rule of law publicity through symposiums, article writing, etc., to improve the quality of citizens and legal awareness. (6) Reflection and summary: At the end of the course, students summarize the importance of social ethics and the rule of law in daily life, and express their own views and suggestions.