从典型技术视角探索微课和翻转课堂在项目课程的有效实施
|
摘要
从项目课程教学现状和分析,结合项目课程本质特点做中学,利用微课和翻转课堂来解决项目课程实施的不足。本文首先提出项目课程微课资源应进行垂直序化和水平序化,形成以"任务为联系、典型技术链为纽带"的具有"做"的学习功能的立体化微课资源,然后探讨基于微课的翻转课堂"做中学"的实施和思考,为项目课程的有效实施在实践层面提供了积极的借鉴价值。
From the current situation and analysis of project course teaching,combining with the essential characteristics of project course-Learning by Doing,the study solves the shortcomings of project course implementation by using microcourse and flipped classroom.Firstly,this paper puts forward that the micro-course resources of project courses should be ordered vertically and horizontally to form a three-dimensional micro-course resource with the learning function of Doing based on Task as the Link and Typical Technology Chain as the Connection.Then,the paper discusses the implementation and thinking of Learning by Doing in flipped classroom based on micro-course,which provides positive reference for the effective implementation of project courses at the practical level.
From the current situation and analysis of project course teaching,combining with the essential characteristics of project course-Learning by Doing,the study solves the shortcomings of project course implementation by using microcourse and flipped classroom.Firstly,this paper puts forward that the micro-course resources of project courses should be ordered vertically and horizontally to form a three-dimensional micro-course resource with the learning function of Doing based on Task as the Link and Typical Technology Chain as the Connection.Then,the paper discusses the implementation and thinking of Learning by Doing in flipped classroom based on micro-course,which provides positive reference for the effective implementation of project courses at the practical level.
引文
[1]万春晖.解构与重构:高职实践类微课资源序化研究[J].职教论坛,2017(36):90.
[2]马瑜,李霄翔.翻转课堂的教学反思——基于无锡科技职业学院的个案研究[J].中国职业技术教育,2019(5):56.
[3]徐国庆.如何理解项目课程的本质[J].职教论坛,2014(27):1.
[4]徐国庆.何谓做中学[J].职教论坛,2015(06):1.
[5]姜大源.工作过程系统化课程的结构逻辑[J].教育与职业,2017(13):5-11.
[6]徐国庆.职业教育项目课程的几个关键问题[J].中国职业技术教育,2007(260):9-11.
[7]宋莉,房兴堂.职业教育微课热背后的冷思考[J].中国职业技术教育,2015(35):31-33.
[2]马瑜,李霄翔.翻转课堂的教学反思——基于无锡科技职业学院的个案研究[J].中国职业技术教育,2019(5):56.
[3]徐国庆.如何理解项目课程的本质[J].职教论坛,2014(27):1.
[4]徐国庆.何谓做中学[J].职教论坛,2015(06):1.
[5]姜大源.工作过程系统化课程的结构逻辑[J].教育与职业,2017(13):5-11.
[6]徐国庆.职业教育项目课程的几个关键问题[J].中国职业技术教育,2007(260):9-11.
[7]宋莉,房兴堂.职业教育微课热背后的冷思考[J].中国职业技术教育,2015(35):31-33.