導語：地測類研究型實踐教(jiao)學(xue)綜述一(yi)文(wen)來源于網友上傳，不(bu)代表本站觀(guan)點，若需要原創文(wen)章可咨(zi)詢客(ke)服老師，歡迎參考(kao)。

中(zhong)(zhong)國礦業(ye)大(da)學(xue)(xue)(北京)地(di)(di)(di)球科(ke)學(xue)(xue)與(yu)(yu)(yu)測繪(hui)工程(cheng)(cheng)(cheng)學(xue)(xue)院成立于2009年(nian)5月18日．下設(she)能(neng)源地(di)(di)(di)質(zhi)系、地(di)(di)(di)質(zhi)工程(cheng)(cheng)(cheng)與(yu)(yu)(yu)環境系、地(di)(di)(di)球物理(li)與(yu)(yu)(yu)信息(xi)系、測繪(hui)與(yu)(yu)(yu)土地(di)(di)(di)利用系、遙感與(yu)(yu)(yu)地(di)(di)(di)理(li)信息(xi)系。在(zai)編教師47人(ren)。目前在(zai)籍學(xue)(xue)生(sheng)(sheng)分布在(zai)地(di)(di)(di)質(zhi)工程(cheng)(cheng)(cheng)、測繪(hui)工程(cheng)(cheng)(cheng)、資源環境與(yu)(yu)(yu)城鄉(xiang)規劃管理(li)和(he)(he)地(di)(di)(di)理(li)信息(xi)系統四個專業(ye)，2008—2009學(xue)(xue)年(nian)度學(xue)(xue)院教師共開設(she)本科(ke)生(sheng)(sheng)考試、考查課(ke)(ke)程(cheng)(cheng)(cheng)6l門(men)(men)(men)共計(ji)(ji)2604學(xue)(xue)時，其中(zhong)(zhong)含實(shi)(shi)(shi)(shi)驗(yan)和(he)(he)上機環節(jie)的課(ke)(ke)程(cheng)(cheng)(cheng)38門(men)(men)(men)，實(shi)(shi)(shi)(shi)驗(yan)課(ke)(ke)234學(xue)(xue)時，上機課(ke)(ke)230學(xue)(xue)時；集中(zhong)(zhong)實(shi)(shi)(shi)(shi)踐教學(xue)(xue)環節(jie)(不包(bao)括(kuo)畢業(ye)實(shi)(shi)(shi)(shi)習)共開課(ke)(ke)21門(men)(men)(men)計(ji)(ji)51周(zhou)(zhou)。眾所周(zhou)(zhou)知(zhi)，地(di)(di)(di)測類專業(ye)實(shi)(shi)(shi)(shi)踐性強，教學(xue)(xue)過程(cheng)(cheng)(cheng)中(zhong)(zhong)除了課(ke)(ke)堂講授(shou)外還要有大(da)量(liang)的實(shi)(shi)(shi)(shi)驗(yan)和(he)(he)集中(zhong)(zhong)實(shi)(shi)(shi)(shi)踐與(yu)(yu)(yu)之相配合．以(yi)鞏固和(he)(he)驗(yan)證所學(xue)(xue)理(li)論(lun)知(zhi)識．達(da)到理(li)論(lun)與(yu)(yu)(yu)實(shi)(shi)(shi)(shi)踐相結(jie)合，提高學(xue)(xue)生(sheng)(sheng)實(shi)(shi)(shi)(shi)際動手能(neng)力(li)和(he)(he)解(jie)決實(shi)(shi)(shi)(shi)際問題能(neng)力(li)的目的。本文從實(shi)(shi)(shi)(shi)驗(yan)室建(jian)設(she)與(yu)(yu)(yu)制度建(jian)設(she)、校外實(shi)(shi)(shi)(shi)習基地(di)(di)(di)建(jian)設(she)、大(da)學(xue)(xue)生(sheng)(sheng)創新性實(shi)(shi)(shi)(shi)驗(yan)計(ji)(ji)劃的實(shi)(shi)(shi)(shi)施、教學(xue)(xue)改革和(he)(he)質(zhi)量(liang)工程(cheng)(cheng)(cheng)建(jian)設(she)、結(jie)合科(ke)研選題并加強畢業(ye)論(lun)文指導等方面(mian)介紹(shao)學(xue)(xue)院的經驗(yan)與(yu)(yu)(yu)探索。

1教學改革與經驗

1．1實驗室建設與(yu)制度建設

按照學(xue)校“十一(yi)(yi)五(wu)”實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)建(jian)(jian)(jian)設(she)(she)(she)規劃(hua)．學(xue)員從實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)體系、實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)隊伍、管理(li)(li)模式、設(she)(she)(she)備(bei)(bei)與(yu)環境等(deng)(deng)方面人手，有計(ji)(ji)劃(hua)、有步(bu)(bu)驟(zou)地進行(xing)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)的(de)研究、探(tan)索、改革與(yu)優(you)化(hua)(hua)。2009年重點建(jian)(jian)(jian)設(she)(she)(she)了(le)(le)地質綜(zong)(zong)合(he)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)、煤田地質勘(kan)探(tan)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)、數字(zi)空(kong)(kong)間信息(xi)(xi)綜(zong)(zong)合(he)分析實(shi)(shi)(shi)(shi)(shi)．驗(yan)(yan)(yan)(yan)室(shi)和空(kong)(kong)間信息(xi)(xi)采集(ji)與(yu)數字(zi)測繪實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)，累計(ji)(ji)建(jian)(jian)(jian)設(she)(she)(she)資金(jin)356．9萬元。實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)條(tiao)件(jian)的(de)改善，更新了(le)(le)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)內容，改進了(le)(le)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)方法，優(you)化(hua)(hua)了(le)(le)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)環境。綜(zong)(zong)合(he)性、設(she)(she)(she)計(ji)(ji)型和創新性實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)項目比例達到(dao)了(le)(le)90％。為本(ben)科生的(de)集(ji)中實(shi)(shi)(shi)(shi)(shi)踐(jian)、科研訓練(lian)、專業綜(zong)(zong)合(he)設(she)(she)(she)計(ji)(ji)、畢業設(she)(she)(she)計(ji)(ji)等(deng)(deng)的(de)順利開(kai)展提(ti)供(gong)了(le)(le)條(tiao)件(jian)保(bao)障。為加大實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)開(kai)放力度，充分發揮儀(yi)器(qi)設(she)(she)(she)備(bei)(bei)效能，逐步(bu)(bu)實(shi)(shi)(shi)(shi)(shi)現實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)的(de)規范(fan)化(hua)(hua)管理(li)(li)，學(xue)院成立了(le)(le)地測實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)中心，與(yu)系級機構(gou)平級，由學(xue)院統一(yi)(yi)管理(li)(li)，打通(tong)使用。目前已初步(bu)(bu)制定了(le)(le)實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)開(kai)放制度(試(shi)行(xing))、實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)管理(li)(li)辦法(試(shi)行(xing))、學(xue)生實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)守則(ze)(試(shi)行(xing))、實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)教學(xue)規范(fan)(試(shi)行(xing))等(deng)(deng)制度外，還初步(bu)(bu)制定了(le)(le)實(shi)(shi)(shi)(shi)(shi)習報銷制度與(yu)原則(ze)、實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)設(she)(she)(she)備(bei)(bei)管理(li)(li)和賠償(chang)制度(試(shi)行(xing))、實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)室(shi)危險化(hua)(hua)學(xue)品應(ying)急預案(試(shi)行(xing))等(deng)(deng)規范(fan)管理(li)(li)文(wen)件(jian)。通(tong)過實(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)條(tiao)件(jian)建(jian)(jian)(jian)設(she)(she)(she)和管理(li)(li)制度建(jian)(jian)(jian)設(she)(she)(she)，保(bao)證(zheng)了(le)(le)實(shi)(shi)(shi)(shi)(shi)踐(jian)教學(xue)的(de)有序、規范(fan)運行(xing)。

1．2加強實(shi)習基地建設。拓展校外(wai)實(shi)踐渠道

建(jian)(jian)立(li)健全(quan)校外(wai)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)基地(di)(di)(di)管理制度。明確(que)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)基地(di)(di)(di)承擔的(de)(de)義務和(he)(he)(he)(he)(he)指(zhi)(zhi)導(dao)教(jiao)師的(de)(de)崗位職(zhi)責，實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)現(xian)基地(di)(di)(di)的(de)(de)穩定(ding)(ding)運行．是(shi)專業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)、畢(bi)業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)時(shi)間和(he)(he)(he)(he)(he)質(zhi)量以及適應不斷更新的(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐教(jiao)學內容的(de)(de)保(bao)(bao)障。2009年(nian)學院(yuan)(yuan)根(gen)據(ju)人才需求(qiu)和(he)(he)(he)(he)(he)新形(xing)勢(shi)的(de)(de)要(yao)(yao)求(qiu)，本著互(hu)利互(hu)惠的(de)(de)原(yuan)則(ze)．經(jing)協商建(jian)(jian)立(li)了9個(ge)校外(wai)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐教(jiao)學基地(di)(di)(di)，分別為(wei)湖(hu)南(nan)(nan)省煤(mei)(mei)田地(di)(di)(di)質(zhi)局(ju)(ju)(ju)、中國煤(mei)(mei)炭(tan)地(di)(di)(di)質(zhi)總(zong)局(ju)(ju)(ju)青海煤(mei)(mei)炭(tan)地(di)(di)(di)質(zhi)局(ju)(ju)(ju)、云(yun)南(nan)(nan)煤(mei)(mei)炭(tan)地(di)(di)(di)質(zhi)勘(kan)察院(yuan)(yuan)、河南(nan)(nan)煤(mei)(mei)炭(tan)地(di)(di)(di)質(zhi)勘(kan)探研(yan)究院(yuan)(yuan)、北京三鼎光電(dian)儀器有(you)(you)限(xian)(xian)公(gong)(gong)司(si)(si)、北京城建(jian)(jian)集(ji)團(tuan)地(di)(di)(di)鐵地(di)(di)(di)基市政工程有(you)(you)限(xian)(xian)公(gong)(gong)司(si)(si)、北京城建(jian)(jian)勘(kan)察設計研(yan)究院(yuan)(yuan)有(you)(you)限(xian)(xian)責任(ren)(ren)公(gong)(gong)司(si)(si)和(he)(he)(he)(he)(he)京煤(mei)(mei)集(ji)團(tuan)等；此外(wai)，學院(yuan)(yuan)與(yu)神(shen)華(北京)遙(yao)感(gan)勘(kan)查(cha)有(you)(you)限(xian)(xian)責任(ren)(ren)公(gong)(gong)司(si)(si)達成(cheng)了全(quan)面合(he)作協議(yi)，在(zai)學生實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)與(yu)就(jiu)(jiu)業(ye)(ye)(ye)方面，神(shen)華(北京)遙(yao)感(gan)勘(kan)查(cha)有(you)(you)限(xian)(xian)責任(ren)(ren)公(gong)(gong)司(si)(si)將優(you)先接收學院(yuan)(yuan)學生到單位進(jin)行專業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐和(he)(he)(he)(he)(he)安(an)排就(jiu)(jiu)業(ye)(ye)(ye)。實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)基地(di)(di)(di)的(de)(de)建(jian)(jian)設，不僅使實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)教(jiao)學內容與(yu)科研(yan)、工程和(he)(he)(he)(he)(he)社會(hui)應用實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐緊密(mi)結合(he)，而且拓寬了實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐辦學途(tu)徑(jing)，彌補(bu)了校內實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)條(tiao)件的(de)(de)不足，保(bao)(bao)證了實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐教(jiao)學的(de)(de)有(you)(you)序運行，也(ye)拓展了學生就(jiu)(jiu)業(ye)(ye)(ye)渠道和(he)(he)(he)(he)(he)空間。學院(yuan)(yuan)重視地(di)(di)(di)質(zhi)類和(he)(he)(he)(he)(he)測繪類專業(ye)(ye)(ye)的(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)和(he)(he)(he)(he)(he)集(ji)中實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐教(jiao)學，在(zai)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)任(ren)(ren)務下達之初，學院(yuan)(yuan)和(he)(he)(he)(he)(he)各(ge)系統一(yi)安(an)排部署，指(zhi)(zhi)定(ding)(ding)有(you)(you)經(jing)驗(yan)的(de)(de)帶隊教(jiao)師，結合(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)基地(di)(di)(di)條(tiao)件和(he)(he)(he)(he)(he)特(te)點，確(que)定(ding)(ding)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)內容和(he)(he)(he)(he)(he)要(yao)(yao)求(qiu)，準備相應的(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)指(zhi)(zhi)導(dao)書；實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)前(qian)再召開(kai)動員(yuan)大會(hui)，強調實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)意義、明確(que)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)的(de)(de)內容、要(yao)(yao)求(qiu)和(he)(he)(he)(he)(he)注意事(shi)項；實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)過程中及時(shi)了解和(he)(he)(he)(he)(he)掌握學生的(de)(de)思想、動態和(he)(he)(he)(he)(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)進(jin)度，努力解決存(cun)(cun)在(zai)的(de)(de)學習(xi)(xi)(xi)(xi)(xi)(xi)(xi)和(he)(he)(he)(he)(he)生活問題：實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)后(hou)一(yi)周內提交符合(he)格式要(yao)(yao)求(qiu)的(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)報(bao)(bao)告，根(gen)據(ju)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)報(bao)(bao)告質(zhi)量、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)表(biao)現(xian)、出(chu)勤(qin)情況等給出(chu)成(cheng)績(ji)。并召開(kai)總(zong)結和(he)(he)(he)(he)(he)講評會(hui)，指(zhi)(zhi)出(chu)取得的(de)(de)成(cheng)績(ji)、存(cun)(cun)在(zai)的(de)(de)不足和(he)(he)(he)(he)(he)后(hou)續有(you)(you)待改進(jin)的(de)(de)地(di)(di)(di)方．實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)報(bao)(bao)告全(quan)部在(zai)學院(yuan)(yuan)歸(gui)檔保(bao)(bao)存(cun)(cun)。從目(mu)前(qian)的(de)(de)運行結果看總(zong)體效果良好，達到了理論與(yu)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐相結合(he)、鍛煉學生分析解決實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)際問題的(de)(de)能力。

2教學改革中探索

2．1大學生創新性試驗(yan)計(ji)劃

大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)創新(xin)(xin)性(xing)(xing)實(shi)驗(yan)計(ji)劃依托指(zhi)導教(jiao)師(shi)承擔(dan)的(de)縱橫向科(ke)(ke)研(yan)(yan)項目，在教(jiao)師(shi)指(zhi)導下。由學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)以(yi)立(li)項形式開(kai)展自主創新(xin)(xin)性(xing)(xing)實(shi)驗(yan)，使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在本科(ke)(ke)階段獲得從調研(yan)(yan)、立(li)項、實(shi)踐(jian)能(neng)(neng)力(li)(li)訓(xun)(xun)練(lian)、科(ke)(ke)研(yan)(yan)能(neng)(neng)力(li)(li)訓(xun)(xun)練(lian)、科(ke)(ke)學(xue)(xue)(xue)(xue)方法訓(xun)(xun)練(lian)、成果(guo)(guo)總結發表等較完(wan)(wan)整過程(cheng)的(de)科(ke)(ke)學(xue)(xue)(xue)(xue)研(yan)(yan)究與(yu)(yu)(yu)發明創造的(de)訓(xun)(xun)練(lian)。2009年地球科(ke)(ke)學(xue)(xue)(xue)(xue)與(yu)(yu)(yu)測繪工程(cheng)學(xue)(xue)(xue)(xue)院(yuan)共獲得9項大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)創新(xin)(xin)性(xing)(xing)實(shi)驗(yan)計(ji)劃，其中(zhong)規劃資(zi)助(zhu)3項。重點資(zi)助(zhu)2項，一般資(zi)助(zhu)4項，累計(ji)資(zi)助(zhu)經(jing)費(fei)l3萬(wan)元(yuan)。同時，圍繞煤(mei)炭資(zi)源勘查評價與(yu)(yu)(yu)資(zi)源特性(xing)(xing)、煤(mei)炭開(kai)采(cai)的(de)地質保障理(li)(li)論(lun)與(yu)(yu)(yu)技術、環(huan)境(jing)協(xie)調的(de)綠(lv)色開(kai)采(cai)理(li)(li)論(lun)與(yu)(yu)(yu)技術以(yi)及煤(mei)礦重大(da)災害防治的(de)關鍵理(li)(li)論(lun)與(yu)(yu)(yu)技術等，組織申請(qing)煤(mei)炭資(zi)源與(yu)(yu)(yu)安(an)全(quan)開(kai)采(cai)國(guo)家(jia)重點實(shi)驗(yan)室大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)創新(xin)(xin)性(xing)(xing)實(shi)驗(yan)資(zi)助(zhu)計(ji)劃9項，申請(qing)經(jing)費(fei)l8萬(wan)元(yuan)。據不完(wan)(wan)全(quan)統計(ji)，2008—2009學(xue)(xue)(xue)(xue)年度，在煤(mei)炭學(xue)(xue)(xue)(xue)報、巖石力(li)(li)學(xue)(xue)(xue)(xue)與(yu)(yu)(yu)工程(cheng)學(xue)(xue)(xue)(xue)報、武(wu)漢(han)大(da)學(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)報信(xin)息科(ke)(ke)學(xue)(xue)(xue)(xue)版(ban)、中(zhong)國(guo)礦業大(da)學(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)報、采(cai)礦與(yu)(yu)(yu)安(an)全(quan)工程(cheng)學(xue)(xue)(xue)(xue)報等刊(kan)物由學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參(can)與(yu)(yu)(yu)完(wan)(wan)成并發表的(de)科(ke)(ke)技論(lun)文(wen)達35篇．其中(zhong)EI收錄11篇。通過大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)創新(xin)(xin)性(xing)(xing)實(shi)驗(yan)計(ji)劃的(de)實(shi)施．從側面反映了學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)能(neng)(neng)力(li)(li)和素質訓(xun)(xun)練(lian)效(xiao)果(guo)(guo)顯著。創新(xin)(xin)能(neng)(neng)力(li)(li)得到了進一步拓(tuo)展。

2．2教學(xue)改革與質量工程建(jian)設

營造(zao)改革(ge)氛圍和(he)環境。推(tui)動教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)健康(kang)持久開(kai)(kai)展(zhan)(zhan)，探索實(shi)(shi)踐高等(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)的新(xin)(xin)(xin)思路、新(xin)(xin)(xin)方(fang)(fang)法和(he)新(xin)(xin)(xin)模式(shi)，是(shi)培養(yang)高素(su)質(zhi)(zhi)(zhi)(zhi)(zhi)創(chuang)新(xin)(xin)(xin)人(ren)才(cai)的基(ji)(ji)礎(chu)。而高等(deng)學(xue)(xue)(xue)(xue)(xue)校(xiao)的教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材是(shi)進(jin)(jin)行(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)的基(ji)(ji)本工(gong)具，是(shi)體(ti)現教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)內(nei)容的載體(ti)，也是(shi)深化教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)、提高教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)的保證。學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)廣大(da)(da)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)重視本科(ke)課(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)、實(shi)(shi)驗(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)和(he)集中(zhong)實(shi)(shi)踐。積極進(jin)(jin)行(xing)課(ke)(ke)(ke)程(cheng)建設(she)(she)和(he)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)。2009年(nian)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)有四(si)項(xiang)課(ke)(ke)(ke)程(cheng)建設(she)(she)與(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)項(xiang)目(mu)(mu)順(shun)利(li)通過學(xue)(xue)(xue)(xue)(xue)校(xiao)驗(yan)收，建設(she)(she)所(suo)取得(de)(de)的成(cheng)果均(jun)超過立(li)(li)項(xiang)預期目(mu)(mu)標。2008—2009學(xue)(xue)(xue)(xue)(xue)年(nian)．學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)結合(he)學(xue)(xue)(xue)(xue)(xue)校(xiao)實(shi)(shi)際和(he)行(xing)業(ye)(ye)(ye)(ye)特(te)點(dian)。主編參(can)編特(te)色(se)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材兩部(bu)(bu)(bu)(bu)，在(zai)煤炭高等(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)、中(zhong)國現代教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)裝備(bei)、中(zhong)國地質(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)、測(ce)繪通報、中(zhong)國科(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)創(chuang)新(xin)(xin)(xin)導刊(kan)以及礦山測(ce)量(liang)(liang)等(deng)刊(kan)物(wu)上(shang)發表教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)法研(yan)究、課(ke)(ke)(ke)程(cheng)建設(she)(she)、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)等(deng)論(lun)文l3篇。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)成(cheng)果有效地促進(jin)(jin)了(le)(le)(le)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)工(gong)程(cheng)建設(she)(she)水平(ping)的提高。2008—2009學(xue)(xue)(xue)(xue)(xue)年(nian)．地測(ce)學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)在(zai)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)工(gong)程(cheng)建設(she)(she)方(fang)(fang)面(mian)取得(de)(de)了(le)(le)(le)多方(fang)(fang)面(mian)突破和(he)進(jin)(jin)展(zhan)(zhan)。煤炭行(xing)業(ye)(ye)(ye)(ye)地質(zhi)(zhi)(zhi)(zhi)(zhi)工(gong)程(cheng)本科(ke)生(sheng)創(chuang)新(xin)(xin)(xin)人(ren)才(cai)培養(yang)機制研(yan)究獲得(de)(de)了(le)(le)(le)2008年(nian)北(bei)京(jing)(jing)市(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)成(cheng)果獎(高等(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu))二(er)等(deng)獎，地質(zhi)(zhi)(zhi)(zhi)(zhi)工(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)團(tuan)隊(dui)2009年(nian)被(bei)(bei)評為(wei)(wei)北(bei)京(jing)(jing)市(shi)優(you)秀教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)團(tuan)隊(dui)．地質(zhi)(zhi)(zhi)(zhi)(zhi)工(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)點(dian)(負責人(ren)邵(shao)龍義(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)授)2009年(nian)被(bei)(bei)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)(bu)(bu)(bu)、財(cai)政部(bu)(bu)(bu)(bu)批(pi)準(zhun)為(wei)(wei)第四(si)批(pi)高等(deng)學(xue)(xue)(xue)(xue)(xue)校(xiao)特(te)色(se)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)，《巖(yan)石學(xue)(xue)(xue)(xue)(xue)》課(ke)(ke)(ke)程(cheng)2009年(nian)被(bei)(bei)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)(bu)(bu)(bu)批(pi)準(zhun)為(wei)(wei)雙語教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)示范(fan)課(ke)(ke)(ke)程(cheng)．《巖(yan)石學(xue)(xue)(xue)(xue)(xue)》和(he)《土(tu)地復墾學(xue)(xue)(xue)(xue)(xue)》課(ke)(ke)(ke)程(cheng)獲得(de)(de)2009年(nian)北(bei)京(jing)(jing)市(shi)高等(deng)學(xue)(xue)(xue)(xue)(xue)校(xiao)精品(pin)(pin)課(ke)(ke)(ke)程(cheng)建設(she)(she)立(li)(li)項(xiang)。1人(ren)人(ren)選學(xue)(xue)(xue)(xue)(xue)校(xiao)2009年(nian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)名師(shi)培養(yang)資助計(ji)劃。地質(zhi)(zhi)(zhi)(zhi)(zhi)工(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)和(he)測(ce)繪工(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)獲得(de)(de)校(xiao)級教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)團(tuan)隊(dui)建設(she)(she)立(li)(li)項(xiang)，《地球科(ke)學(xue)(xue)(xue)(xue)(xue)概論(lun)A》、《誤差(cha)理(li)論(lun)與(yu)(yu)測(ce)量(liang)(liang)平(ping)差(cha)基(ji)(ji)礎(chu))2009年(nian)獲得(de)(de)校(xiao)級精品(pin)(pin)課(ke)(ke)(ke)程(cheng)建設(she)(she)立(li)(li)項(xiang)：在(zai)學(xue)(xue)(xue)(xue)(xue)校(xiao)2008—2009學(xue)(xue)(xue)(xue)(xue)年(nian)度優(you)秀教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質(zhi)(zhi)(zhi)(zhi)(zhi)量(liang)(liang)獎評選中(zhong)，學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)獲得(de)(de)一等(deng)獎2項(xiang)、二(er)等(deng)獎1項(xiang)；在(zai)學(xue)(xue)(xue)(xue)(xue)校(xiao)2009年(nian)課(ke)(ke)(ke)程(cheng)建設(she)(she)與(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)立(li)(li)項(xiang)評審中(zhong)，學(xue)(xue)(xue)(xue)(xue)院(yuan)(yuan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)申報的三(san)門課(ke)(ke)(ke)程(cheng)獲得(de)(de)課(ke)(ke)(ke)程(cheng)建設(she)(she)立(li)(li)項(xiang)。一項(xiang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)改革(ge)獲得(de)(de)立(li)(li)項(xiang)；在(zai)開(kai)(kai)放辦(ban)學(xue)(xue)(xue)(xue)(xue)方(fang)(fang)面(mian)也取得(de)(de)了(le)(le)(le)進(jin)(jin)展(zhan)(zhan)，2009年(nian)招收地質(zhi)(zhi)(zhi)(zhi)(zhi)測(ce)繪專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)新(xin)(xin)(xin)生(sheng)140名，其中(zhong)蒙古(gu)國留學(xue)(xue)(xue)(xue)(xue)生(sheng)2名，簽署了(le)(le)(le)地質(zhi)(zhi)(zhi)(zhi)(zhi)工(gong)程(cheng)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)與(yu)(yu)美國阿拉斯加大(da)(da)學(xue)(xue)(xue)(xue)(xue)合(he)作辦(ban)學(xue)(xue)(xue)(xue)(xue)框架(jia)協議。為(wei)(wei)實(shi)(shi)現學(xue)(xue)(xue)(xue)(xue)分互(hu)認和(he)開(kai)(kai)展(zhan)(zhan)本科(ke)生(sheng)2+2開(kai)(kai)放交流項(xiang)目(mu)(mu)做好了(le)(le)(le)前期準(zhun)備(bei)。

2．3結合(he)科研選題，加強(qiang)畢業設計(ji)(論文(wen))指導

畢業實習和畢業設計(論文)是本科階段最后一個集中實踐教學環節．學院2009屆畢業生共計137名，其中地質工程專業49人。資源環境與城鄉規劃管理專業29人，測繪工程專業3O人。土地資源管理專業29人；共有36名教師參加了畢業設計指導、，其中教授20人、副教授10人、講師6人，人均指導學生3．8個。學院在第七學期末召開指導教師工作會議。明確由指導教師提出若干畢業設計題目和內容要求供學生選擇，畢業實習一般與畢業設計的題目和內容相關，兼顧學生的基礎、就業工作和后續深造．同時要求結合指導教師承擔的縱橫向課題．2009年教育部特色專業地質工程結合科研課題的選題比例為91．8％。土地資源管理專業為51．7％。測繪工程專業為60％。資源環境與城鄉規劃管理專業為51．7％．均高于全校的平均值45．6％。在具體實施過程中。要求學生至少每周向指導教師匯報畢業實習和設計的進展情況一次，解決實習和設計中存在的問題；在畢業設計(論文)答辯前一個月舉行畢業論文(設計)進展報告會，及時了解設計進展情況，交流總結經驗，提出有價值的指導性和建議性意見，完善畢業設計(論文)內容，提高設計質量；為使畢業設計(論文)撰寫符合格式要求，學院召開了2009屆畢業生畢業論文撰寫規范大會。強調了畢業設計的重要性。明確撰寫格式規范要求。為使本科畢業設計答辯有序、嚴肅、公正、客觀地順利進行，學院集中組織共分成7個答辯小組，經同學們利用多媒體設備在限定時間內的陳述、評委現場提問、學生作答、評委評審等環節，由答辯小組審查論文撰寫格式、立論的準確性，計算、分析、實驗是否嚴密，結論是否正確客觀，中英文摘要是否齊全規范、設計圖紙等是否完備、整潔等。同時審查指導教師和評閱教師評語是否翔實、認真、客觀，答辯記錄是否完整詳盡、有關日期是否匹配等，綜合畢業設計(論文)的質量、教師評語、答辯表現等。由答辯委員會給出答辯最終成績。學院2009屆本科畢業設計(論文)優秀28人，占20．4％，良好76人，占55．5％，中等34人，占24．8％。總體上．畢業論文選題結合科研項目較多，論文撰寫格式符合要求，中英文摘要齊全，設計圖紙完備，教師評語翔實，答辯記錄完整，成績評定合理，符合學校要求。在學校2009屆本科生優秀畢業設計(論文)和2009年本科畢業設計(論文)學術成果獎的評審會上，學院推薦的7項優秀畢業設計(論文)獲得一等獎3項、二等獎4項；學院推薦的13項本科畢業設計(論文)學術成果獲得一等獎5項、二等獎4項、三等獎4項。這不僅反映了2009屆本科畢業設計(論文)指導的總體安排是成功的。也說明研究型實踐教學體系的(de)構建(jian)與探索的(de)效果已初步顯現。

3結語

研(yan)究(jiu)型本科(ke)實踐教(jiao)學(xue)是一個復雜的(de)(de)系統工程，盡(jin)管初步(bu)探索取得了一定成效(xiao)。但仍(reng)有許多有待改進和完(wan)善之處，僅就畢業(ye)設(she)計(ji)而(er)(er)言，仍(reng)存在(zai)指導(dao)教(jiao)師力(li)量不(bu)足、指導(dao)時(shi)(shi)間如(ru)何(he)充(chong)分(fen)保(bao)證(zheng)、學(xue)生(sheng)忙(mang)于(yu)求職而(er)(er)精(jing)力(li)不(bu)能(neng)全部投人(ren)、實驗條件和實習(xi)基(ji)地仍(reng)顯(xian)不(bu)足、畢業(ye)設(she)計(ji)所(suo)需的(de)(de)固定場所(suo)不(bu)能(neng)有效(xiao)保(bao)證(zheng)等問題，我們將進一步(bu)考慮學(xue)院的(de)(de)資源(yuan)現狀和條件，同時(shi)(shi)面(mian)向(xiang)服務(wu)礦(kuang)業(ye)和首都經濟(ji)建(jian)設(she)與發(fa)展的(de)(de)需求，在(zai)基(ji)礎(chu)理(li)論、基(ji)本技能(neng)、創(chuang)新精(jing)神、科(ke)研(yan)方(fang)法、實踐能(neng)力(li)和團隊協作(zuo)能(neng)力(li)方(fang)面(mian)開(kai)展綜合素(su)質、能(neng)力(li)的(de)(de)實踐訓(xun)練探索，為培養(yang)符合新世紀時(shi)(shi)代要求的(de)(de)地測類(lei)特色人(ren)才而(er)(er)努力(li)。