Ten steps to developing virtual reality applications for engineering education
Ten steps to developing virtual reality applications for engineering education
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开发工程教育虚拟现实应用程序的十个步骤
DOI：
10.18260/1-2--6831
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发表时间：
1997
期刊：
影响因子：
--
通讯作者：
H. Fogler
中科院分区：
文献类型：
--
作者：
John T. Bell;H. Fogler
在20世纪50年代早期，本杰明·布鲁姆（Benjamin Bloom）[ 7]与其他教育家一起，开发了一种教育目标分类法，从简单的记忆到复杂的评估，如图1所示。传统的教学和测试方法往往主要强调布卢姆分类法中最低的三个层次--知识、理解和应用。这些层次很容易教，理解和评估，因为基于这些层次的问题往往有一个具体的答案，要么是对的，要么是错的。布卢姆分类法的较低层次的问题是，尽管它们对教学生如何解决经典的传统问题很有用，但我们的学生仍然难以将他们的工程教育应用于他们在工业中遇到的实际问题。许多学生可以“解决”家庭作业，但无法解释它在现实世界中的现象。
In the early 1950's Benjamin Bloom [ 7 , in conjunction with other educators, developed a taxonomy of educational objectives ranging from simple memorization to complex evaluation, as outlined in Figure 1. Traditional teaching and testing methods tend to stress primarily the three lowest levels of Bloom's taxonomy -knowledge, comprehension, and application. These levels are easy to teach, comprehend, and evaluate, because problems based upon these levels tend to have a specific concrete answer that is either right or wrong. The problem with the lower levels of Bloom's taxonomy is that although they are useful for teaching students how to solve classic traditional problems, our students still have difficulties applying their engineering education to the practical problems they encounter in industry. Many students can "solve" the homework without being able to explain what it means in terms of real-world phenomena.