强化实践应用能力培养的《纤维化学与物理》教改实践

《纤维化学与物理》作为轻化专业一门重要的专业基础课程,对于学生学习和掌握纺织品染整相关知识具有重要的影响。从培养实践应用型轻化专业人才目标出发,针对该课程教学过程中存在的一些问题进行探讨,提出课程改革的一些思路和具体措施,通过课程教改的实施,将有助于更好符合现代化染整专业人才的培养。     

以培养国际化创新人才为目标

东华大学轻化工程专业隶属纺织化学与染整工程学科,是国家“211”重点学科和上海市重点学科,也是东华大学纺织科学与工程学科优势特色专业。轻化工程专业于2003年实施“轻化工程学士学位教育”中德合作办学项目,2008年入选国家级特色专业,2010年又成为首批“卓越工程师教育培养计划”实施专业。     

常纺院“企业课堂”践行校企合作育人新模式

染整专业在纺织高职院校中是门实践性很强的课程,如何让学生在校学习期间快速掌握专业技能,尽快适应企业发展,毕业后迅速能顶岗工作,是高职院校不断探索教育改革的课题。地处我国染整企业比较集中的江苏的常州纺织服装职业技术学院经过多年积极探索,走出了一条适合染整专业人才培养的新路。把课堂从学校搬到企业中,学校与企业开展深度生产教学实践,受到了企业和学生的欢迎。这一教学改革获得了纺织之光2014年度中国纺织工业联合会教育教学成果一等奖。     

闻香识书

印染专业精品教材纺织品与人类文明共生,素有“衣被天下,锦绣山河”的美誉。日新月异的高新科技已经或正在嫁接到纺织学科领域。正是为了适应纺织、印染行业在科学技术方面的快速发展,满足民用、产业用、医用、国防等领域对纺织品的需求,中国纺织出版社最新出版了的这套印染专业高等教育精品教材。该教材具有先进性、前瞻性、通用性和实用性,教学适用性强,可以说,既有编写特色,更有运用特色,对于新一轮教材建设起到极大的推动作用。这套教材除可作为轻化工程(纺织化学与染整工程方向)的专业基础教材,同时可供染整行业技术人员和科研人员参考…     

技工院校轻化工程类专业基础化学的教学研究

基础化学是技工院校轻化工程类专业的重要专业基础课程,笔者总结了多年的教学经验,从教学内容、教学方法、教学评价等方面进行研究,提出了如何提高轻化工程类专业基础化学教学质量的建议。     

地方高校化学专业“三位一体”人才培养模式探析

为了适应化学(师范)专业的快速发展和对实践创新型人才需求,将学习成果导向教育和课程思政理念引入化学(师范)专业人才培养方案中,根据国家战略、学校定位、社会需求和学生期望确定地方高等院校化学专业培养目标。同时,根据培养目标细化毕业要求及其指标点,根据毕业指标点设置课程体系和实践环节,构建“知识传授、能力培养、价值引领”三位一体的课程体系,反向设计地方院校化学(师范)专业人才培养新模式。     

无污染羊毛染色新工艺研制成功

海澜集团和东华大学纺织学院承担的国家“863”高新技术项目——“天然染料制备及其在生态纺织品开发与羊毛清洁生产中的应用技术”近日通过验收和鉴定。这种全新的植物染料的出现将使纺织企业染色时使用化学染料产生的污染得到改观。该项目致力于从源头上消除纺织品染色对环境的污染，为羊毛染整的技术进步和产业的升级提供了一个新途径。     

纺织服装学院在改革中开拓前进

河北科技大学纺织服装学院是河北省最早建立服装学科并且唯一能够培养纺织、轻化工程学科本科以上高级人才的高等教育基地，是河北省纺织服装领域科学技术的辐射源，具有纺织化学与染整工程学科、纺织工程学科硕士学位授予权。学院纺织学科始建于1980年，经过25年的建设和发展，形成了以服装为结合点、     

基于应用型人才培养的《染整工艺原理I》课程改革探索

基于近年来我国纺织发展的大趋势,从创新应用型轻化工程人才培养模式的视角,对染整工艺原理课程的教学目标、教学内容、教学模式和教学手段等方面进行改革探索,提出改善染整工艺原理教学质量的思路与观点。     

浙江选拔出省级印花打样和染化料配制能手

日前，由中国印染行业协会、浙江省纺织工程学会、浙江省印染行业协会和浙江理工大学生态染整技术教育部工程研究中心共同主办的2014年“传化杯”浙江省纺织染整行业印花打样竞赛暨全国纺织行业“西樵杯”染化料配制工职业技能竞赛-浙江选拔赛在浙江理工大学举行。来自浙江省内11家印染企业的印花打样技术人员和5所纺织院校的轻化工程（染整）专业学生共50多位选手参加了本次竞赛。     

高职《染整助剂》课程教学改革的探索

染整助剂是染整技术专业的一门专业基础课程,本文根据高职院校的人才培养模式,对教学内容进行调整和优化,对教学方法和手段进行改革,培养学生综合能力,全面提高教学质量。     

纺织印染业的清洁生产技术综述

从绿色原材料和染整过程中清洁生产的工艺和技术2个方面加以论述,对于促进纺织印染业的可持续发展具有现实意义.     

工科类高职院校《化工原理》教学改革与实践

"化工原理"课程是工科类高职院校学生必修的一门基础技术专业课,针对高职院校的教学模式和培养目标及本课程的教学特点和学生基础普遍较薄弱的特点,从教学内容、教学手段、课程体系等方面进行改革。打破学科教育的模式、理论课程与实践课程的界限,加大实践教学比例,突出实践技能的培养,建立以职业能力培养为根本的课程体系。     

多媒体应用于《纺织染概论》课程中的教学分析

随着现代教育技术的发展,多媒体教学手段在课程教学中的运用越来越广。《纺织染概论》课程内容较多,包括纺纱、织造、染整、非织造。教学内容广泛,原理比较抽象,在教学中如果利用直观演示的flash动画、视频影像、PPT,可以把难以理解的内容化抽象为具体,化静为动,化难为易,从而突破教学中的难点和重点问题,以最大限度地调动学生的感官去感知知识,从而增强《纺织染概论》教学的直观性、形象性和生动性,有利于提高教学质量。     

生物酶在染整工业中的开发与应用

简述了生物酶的结构和性能 ,概括总结了生物酶在染整加工中的开发与应用 ,并指出利用生物酶加工纺织品不仅能改善和提高织物的服用性能 ,而且有利于保护环境。     

中国纺织服装业——蓄势待发

中国纺织服装业一直是实现贸易顺差的主要产业。但近两年来,在人民币升值、纺织品出口退税减少、生产成本大幅度攀升、美国次贷危机等诸多国内外因素的作用下,中国纺织服装业正面临着前所未有的"寒冬"时代。本文通过分析中国纺织服装业面临的困难,提出需要通过扩大内需市场的占有率以及进行产业整合来实现中国纺织服装业的整体转型。     

浅谈染整工艺与设备的起源与发展

纺织染整技术在我国有着悠久的历史,随着社会的变化和人们消费水平的提高,对纺织品的数量和质量要求越来越高,染整工艺与设备也在不断地进行创新与改造,在这一过程中,染整工艺技术与设备性能在不断提高,染整工艺与设备也由传统式染色方法正在向高效、节能减排、环保三方面迅速发展。     

纺织品抗皱整理的利弊及绿色应对措施

在介绍含醛树脂抗皱整理利弊的同时,重点提出了对此负面影响的几点应对措施:倡导研究和使用无甲醛和低甲醛整理剂,采用生物技术、纳米技术、水蒸气闪爆技术等新技术,可提高纺织品的安全性,并提醒人们提高使用和穿着纺织品的安全意识。     

PERSPECTIVE: Ten Years Of Experience Teaching A Multi‐Disciplinary Product Development Course⋆⋆

Integrated Design for Marketability and Manufacturing (IDMM at Stanford) is an Integrated Product Development course (IPD at Michigan) that is distinguished by hands‐on manufacture of customer‐ready prototypes executed by cross‐disciplinary teams of students (MBAs and graduate Engineering and Design students) in a simulated economic competition against benchmark products and against each other. The course design is such that teams can succeed only by performing well in each of the marketing, manufacturing, engineering, and design dimensions. Student failure modes include adopting the wrong product strategy, failure to execute a sound strategy of producing a product that meets market needs, failure to drive costs down, poor product positioning and/or communication, poor forecasting and inventory management, and poor team dynamics. Instructors adopting this course model will face challenges that derive from its definitively cross‐functional nature. The course involves faculty from Business, Engineering, and Design in a world where teaching load, compensation and infrastructural support is most often tallied on a unit‐specific basis. The course requires faculty with broad interests in a world in which narrow academic depth is often more highly valued. Other challenges the course presents include maintaining a sense of fairness in the final product competition, so that students can move beyond the anger of a potential failure to learn from their experience. Also, in its current manifestations on the Stanford and Michigan campuses the course requires expensive general‐purpose machine tools and instruction for students to build fully functional (customer‐ready) product prototypes. We provide our current resolutions to these challenges, and the rewards for making the effort. In the end, the course's survivability can be traced to the benefits it provides to all stakeholders: students, faculty, and administrators. These benefits include a course that integrates disciplines in a way that students believe will increase their integrative skills and marketability, a course that faculty can embrace as a vehicle for their own development in teaching and research, and that administrators find sufficiently novel and engaging to attract the attention of outside constituencies and the press. © 2002 Elsevier Science Inc. All rights reserved.     

Engineering economy as a vibrant and relevant course in the engineering programs of today and tomorrow

Abstract

Engineering economy has been studied by the majority of engineering students for many years, yet its place in engineering education is often misunderstood. Logic suggests that the engineering economy course would be highly valued since it is the only course many engineering students will take related to financial matters, but instead there is evidence that the subject is being marginalized. While pressures to reduce program credit hours and changes to the Fundamentals of Engineering exam may play a role in this, perhaps engineering economy has not sufficiently evolved to meet the needs of students or the realities of the contemporary workplace. What can be done to ensure that engineering economy fulfills its potential as an important part of engineering education? There may be few clear-cut answers, but we believe that engineering economy should shift toward a future characterized by rigorous coursework grounded in engineering design principles and applications of risk and uncertainty. This has been our goal in teaching engineering economy at Western Michigan University for many years. The purpose of this paper is to communicate the essential elements of a strategy that has helped to make the course a vibrant component of several engineering programs.