慕课与翻转课堂相融合的运筹学教学模式探讨
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摘要
慕课与翻转课堂为当前两种比较流行的教学模式,将二者进行有机融合,可以有力发挥时下在线学习与传统课堂教学的优势。在运筹学教学中将慕课与翻转课堂相互融合,既解决了运筹学在线学习中普遍存在的师生缺乏面对面交流的问题,也解决了传统运筹学课堂教学中无法顾及的学生个体学习差异的问题,有助于提高运筹学教学效果,促进学生的自主学习能力。
MOOC and flipped classroom are two popular teaching modes at present.If we combine them organically,we can exert the advantages of online learning and traditional classroom teaching.In the teaching of operational research,the mutual integration of the MOOC and the flipped classroom not only solves the problem of the lack of face-to-face communication between teachers and students in the online learning of operational research,but also solves the problem that there is no face-to-face communication between teachers and students.It also solves the problem of students' individual learning differences which can not be taken into account in traditional operational research classroom teaching,which is helpful to improve the teaching effect of operational research and promote students' autonomous learning ability.
MOOC and flipped classroom are two popular teaching modes at present.If we combine them organically,we can exert the advantages of online learning and traditional classroom teaching.In the teaching of operational research,the mutual integration of the MOOC and the flipped classroom not only solves the problem of the lack of face-to-face communication between teachers and students in the online learning of operational research,but also solves the problem that there is no face-to-face communication between teachers and students.It also solves the problem of students' individual learning differences which can not be taken into account in traditional operational research classroom teaching,which is helpful to improve the teaching effect of operational research and promote students' autonomous learning ability.
引文
[1]王秋月.“慕课”“微课”与“翻转课堂”的实质及应用[J].上海教育科研,2014,(8):15-18.
[2]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,(4):46-51.
[3]邹景平.翻转课堂的起源与成功[J].中国远程教育,2012,(14):81-82.
[2]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,(4):46-51.
[3]邹景平.翻转课堂的起源与成功[J].中国远程教育,2012,(14):81-82.