依托在线精品课程平台的SPOC教学模式实践研究
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摘要
SPOC是在MOOC基础上衍生和发展起来的一种线上、线下融合的混合式教学模式。文章在查阅、分析国内外文献的基础上,提炼有关SPOC的概念、特点和优势,调研当前高职院校传统教学存在的问题,提出基于SPOC的线上线下混合式教学的必要性,以现有的在线精品课程《计算机网络技术》为平台,选择本校计算机网络技术班和创意班为SPOC实践教学的试点班级,从学习行为、学习成绩、学习体验等方面对比分析SPOC课程实施前后的教学效果,采取调查问卷和访谈的方式来发现实施SPOC实践教学过程中存在的问题和相关建议,进一步修正和完善SPOC教学模式。
SPOC is a hybrid teaching mode of online and offline fusion derived and developed on the basis of MOOC. On the basis of reviewing and analyzing domestic and foreign literatures, the article refines the concepts, characteristics and advantages of SPOC, investigates the problems existing in the traditional teaching of higher vocational colleges, and proposes the necessity of online and offline hybrid teaching based on SPOC. Some online quality courses"Computer Network Technology"is a platform. We choose the computer network technology class and creative class of our school as the pilot class of SPOC practical teaching. Compare the analysis of the teaching effect before and after the implementation of SPOC course from the aspects of learning behavior, academic achievement and learning experience.Questionnaires and interviews were used to discover problems and related suggestions in the implementation of SPOC practice teaching, and further improve the SPOC teaching mode.
SPOC is a hybrid teaching mode of online and offline fusion derived and developed on the basis of MOOC. On the basis of reviewing and analyzing domestic and foreign literatures, the article refines the concepts, characteristics and advantages of SPOC, investigates the problems existing in the traditional teaching of higher vocational colleges, and proposes the necessity of online and offline hybrid teaching based on SPOC. Some online quality courses"Computer Network Technology"is a platform. We choose the computer network technology class and creative class of our school as the pilot class of SPOC practical teaching. Compare the analysis of the teaching effect before and after the implementation of SPOC course from the aspects of learning behavior, academic achievement and learning experience.Questionnaires and interviews were used to discover problems and related suggestions in the implementation of SPOC practice teaching, and further improve the SPOC teaching mode.
引文
[1]高毅哲.中国教育新闻网.中国大学慕课选课人次突破3000万[EB/OL].http://gaojiao.jyb.cn/gdjyxw/201701/t20170123_694434.html,2017-01-23.
[2]中国教育报.开发慕课少些功利心[EB/OL].http://www.edu.cn/xxh/zyyyy/zxjy/mooc/201703/t20170329_1502412shtml,2017-03-29.
[3]袁文霞.我国高校MOOC实践中的问题与对策研究[D].信阳:信阳师范学院,2017.
[4]苏小红,赵玲玲,叶麟,等.基于MOOC+SPOC的混合式教学的探索与实践[J]中国大学教学,2015,(07):60-65.
[5]左娜,王祖源,吴天刚.SPOC--对MOOC模式的创新与反思[J]中国教育信息化,2016,(02):6-9.
[6]覃丽丹.基于SPOC的协作学习活动设计与实践[D].桂林:广西师范大学,2017.
[7]张金亮,刘新文,金向红,等.基于SPOC的专业核心课程深度学习模式建构与实践[J].宁波工程学院学报,2017,(01):79-84.
[8]侯俊英,宋巧红,张彦航.“MOOC+SPOC+传统课堂”混合教学模式初探[J].工业和信息化教育,2017,(01):1-4,11.
[9]浙江省教育厅.浙江省高等学校在线开放课程共享平台[EB/OL].http://zjedu.moocollege.com/course/detail/2242,2018-12-20.
[2]中国教育报.开发慕课少些功利心[EB/OL].http://www.edu.cn/xxh/zyyyy/zxjy/mooc/201703/t20170329_1502412shtml,2017-03-29.
[3]袁文霞.我国高校MOOC实践中的问题与对策研究[D].信阳:信阳师范学院,2017.
[4]苏小红,赵玲玲,叶麟,等.基于MOOC+SPOC的混合式教学的探索与实践[J]中国大学教学,2015,(07):60-65.
[5]左娜,王祖源,吴天刚.SPOC--对MOOC模式的创新与反思[J]中国教育信息化,2016,(02):6-9.
[6]覃丽丹.基于SPOC的协作学习活动设计与实践[D].桂林:广西师范大学,2017.
[7]张金亮,刘新文,金向红,等.基于SPOC的专业核心课程深度学习模式建构与实践[J].宁波工程学院学报,2017,(01):79-84.
[8]侯俊英,宋巧红,张彦航.“MOOC+SPOC+传统课堂”混合教学模式初探[J].工业和信息化教育,2017,(01):1-4,11.
[9]浙江省教育厅.浙江省高等学校在线开放课程共享平台[EB/OL].http://zjedu.moocollege.com/course/detail/2242,2018-12-20.