| 杜小勇,杨磊,牛俊,滕义超,贺宏兵.三阶能力跃迁的虚拟仿真实践教学模式研究——以“雷达气象学”设备实践教学为例[J].军事高等教育研究,2026,49(3):96-100 |
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| 三阶能力跃迁的虚拟仿真实践教学模式研究——以“雷达气象学”设备实践教学为例 |
| Research on Virtual Simulation Practice Teaching Mode of Third-Order Ability Transition—A Case Study of Equipment Practice in Radar Meteorology |
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| DOI：10.3969/j.issn.2097-4043.2026.03.015 |
| 中文关键词: 虚拟仿真实践教学 教学模式 建构主义 雷达气象学 设备实践 |
| Key Words:virtual simulation practice teaching teaching model constructivism radar meteorology equipment practice |
| 基金项目:湖南省普通本科高校教学改革研究项目（202401000246）；国防科技大学本科和任职教育教学研究课题（U2022027，U2023029） |
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| 中文摘要: |
| 针对“雷达气象学”课程中气象雷达设备实践教学存在的理论抽象度高、操作风险大、设备昂贵且稀缺、探测场景难复现等痛点，研究基于辛普森教育分类理论和建构主义教育理论，重构“操作与验证”“综合业务”“工程设计与科技创新”三层递进式虚拟仿真实践科目群，并提出“基础操作—综合应用—科技创新”三阶能力跃迁的实践教学模式。通过三维交互式虚拟仿真平台，融合情境支架法、合作探究法与项目驱动法等教学模式，实现以学生为中心的沉浸式、协同式与探究式虚拟仿真训练，以支持气象雷达设备的工作与探测原理验证、故障定位排除、发射与接收链路设计及故障诊断模型创新设计等科目实践教学，并将相关训练、考核过程的监控数据纳入课程考核评价。实践表明，该教学模式有效串联了松散的实验内容，提升了学生的工程实践能力与科技创新意识，为同类虚拟仿真实验课程设计与教学模式的改革提供了可借鉴的路径。 |
| Abstract: |
| Aiming at the challenges in the practical teaching of meteorological radar equipment in the course of Radar Meteorology，such as high degree of theoretical abstraction，high operational risk，expensive and scarce equipment，and difficult to reproduce the detection scene，and based on Simpson’s educational classification theory and constructivist educational theory，this paper reconstructs the three-level progressive virtual simulation practice subject group of“operation and verification”，“comprehensive business”，and“engineering design and technological innovation”，and puts forward the practical teaching mode of“basic operation—comprehensive application—technological innovation”. Through the three-dimensional interactive virtual simulation platform，teaching methods are integrated such as situational scaffolding method，cooperative inquiry method，and project-driven method to realize the student-centered immersive，collaborative and inquiry virtual simulation training，which supports the practical teaching of meteorological radar work and detection principle verification，fault location and elimination，transmission and reception link design and innovative design of fault diagnosis model. The relevant training and assessment process monitoring data are included in the course assessment and evaluation. The practice shows that the teaching mode effectively connects loose experimental contents，improves students’engineering practice ability and scientific and technological innovation consciousness，and provides a reference path for the design of similar virtual simulation experiment courses and the reform of teaching mode. |
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