线上线下混合实验教学模式研究
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摘要
MOOC是目前高校教学采用的一种重要方法,实验教学是培养学生实践动手能力和创新能力的主要途径。在将MOOC应用于实验教学可行性分析的基础上,提出了一种线上线下混合实验教学新模式。这种教学模式以"学生为主体、教师为主导"的教学理念为基础,融合了MOOC线上教学与实验线下课堂教学的优点,设计了课前预习、课堂实验、课后分析以及拓展训练4个环节,能够对学生展开综合培养。将该实验教学模式应用到学校机械设计课程实验教学中,结果表明,不仅能够提高学生对知识的理解和掌握,还能提高他们的自主学习能力、实践能力和创新能力。
The MOOC is an important research direction of colleges and universities teaching reform. Experiment teaching which can train students' practical ability and innovation ability is becoming an important link in MOOC teaching. Based on the analysis of feasibility of applying MOOC to the experiment teaching,the "online to offline blending model based on MOOC" of experiment teaching model is proposed. This kind of new teaching model is established based on "students as the main body,teacher as the leading" teaching idea,combines the advantages of MOOC and classroom teaching. The model consists of four aspects: preparation before class,operation during class,analysis after class and expand training. The experiment teaching model has been applied to the experiment teaching of mechanical design course,could not only improve students' understanding and mastering of knowledge,but also improve their autonomous learning ability,practice ability and innovation ability.
The MOOC is an important research direction of colleges and universities teaching reform. Experiment teaching which can train students' practical ability and innovation ability is becoming an important link in MOOC teaching. Based on the analysis of feasibility of applying MOOC to the experiment teaching,the "online to offline blending model based on MOOC" of experiment teaching model is proposed. This kind of new teaching model is established based on "students as the main body,teacher as the leading" teaching idea,combines the advantages of MOOC and classroom teaching. The model consists of four aspects: preparation before class,operation during class,analysis after class and expand training. The experiment teaching model has been applied to the experiment teaching of mechanical design course,could not only improve students' understanding and mastering of knowledge,but also improve their autonomous learning ability,practice ability and innovation ability.
引文
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[15]赵呈领,贾永娜,程明凤.基于任务驱动教学法的现代教育技术实验课教学设计研究[J].现代教育技术,2011(1):142-146.
[2]孙茂松.从技术和研究角度看MOOC[J].计算机教育,2014(9):2-4.
[3]林青松.基于翻转课堂的“现代教育技术”实验课程设计[J].实验室研究与探索,2014,33(1):194-197.
[4]尚岩,李东颖,张桂玲.线上线下(O2O)教学模式——从MOOCs运行效果想到的[J].黑龙江高教研究,2016(8):153-155.
[5]国务院关于积极推进“互联网+”行动的指导意见[EB/OL].http://www. moe. edu. cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704. html.
[6]张惠芹,周骥平,周俊. MOOCs背景下的高校实验教学与管理的探讨[J].实验技术与管理,2015,32(1):195-198.
[7]何克抗.建构主义—革新传统教学的理论基础[J].电化教育研究,1997(4):25-27.
[8]李苗苗.“现代教育技术”实验课混合学习模式的行动研究[D].新乡:河南师范大学,2012.
[9]杨乐.基于MOOC个性化学习环境设计策略研究[J].实验技术与管理,2016,33(4):169-171.
[10]邵明杰.基于微视频资源的翻转课堂在实验教学中的应用研究[D].武汉:华中师范大学,2014.
[11]孟凡立,孙荣,徐明.高校虚拟化数据中心建设探究[J].实验室研究与探索,2012,31(12):62-66.
[12]邸馗,于天彪,陈培媛,等.虚拟现实技术在机械工程实验教学中的应用[J].实验技术与管理,2014(10):10-12.
[13]蔡卫国.虚拟仿真技术在机械工程实验教学中的应用[J].实验技术与管理,2011,28(8):76-78,82.
[14]秦艳芬.基于卓越工程师培养的物理实验教学改革与实践[J].高等工程教育研究,2013(3):172-176.
[15]赵呈领,贾永娜,程明凤.基于任务驱动教学法的现代教育技术实验课教学设计研究[J].现代教育技术,2011(1):142-146.