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首页> 外文期刊>Chemical Engineering Education >IDENTIFY-SOLVE-BROADCAST YOUR OWN TRANSPORT PHENOMENON: Student-Created YouTube Videos to Foster Active Learning in Mass and Heat Transfer
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IDENTIFY-SOLVE-BROADCAST YOUR OWN TRANSPORT PHENOMENON: Student-Created YouTube Videos to Foster Active Learning in Mass and Heat Transfer

机译：识别，解决，广播自己的运输现象：由学生创建的YouTube视频可促进传热传热方面的主动学习

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摘要

We are all intimately familiar with a variety of mass and heat transfer concepts as an integral part of daily life. For example, brewing a cup of coffee relies heavily on principles of leaching, fluidized beds, thermodynamics, and solid-liquid equilibrium. As such, students exhibit a seemingly effortless comprehension of difficult concepts in mass and heat transfer when presented with familiar everyday examples (the "layman" approach). Unfortunately, when confronted with the deductive teaching style adopted in most engineering classrooms, proceeding from general principles to equations to practical applications (the "scientific" approach), students often fail to take full advantage of the natural learning method. Therefore, even with the use of countless real-world examples, productive learning of mass and heat transfer in the classroom remains a challenge for undergraduate students, prompting the need to identify innovative methods to enhance classroom learning proficiency among college students.
机译：我们都非常熟悉作为日常生活不可或缺的一部分的各种传质和传热概念。例如，冲泡一杯咖啡在很大程度上取决于浸出，流化床，热力学和固液平衡的原理。这样，当向学生展示熟悉的日常示例（“外行”方法）时，他们似乎对质量和传热中的困难概念表现出了毫不费力的理解。不幸的是，当面对大多数工程教室采用的演绎式教学方式时，从一般原理到方程式再到实际应用（“科学”方法），学生常常无法充分利用自然学习方法。因此，即使使用了无数个真实的示例，在课堂上进行传质和传热的高效学习仍然是本科生的挑战，这促使人们需要寻找创新方法来提高大学生的课堂学习能力。

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