大地控制测量的混合式教学设计与实践
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摘要
信息技术的发展撬动了现代教育模式的改变,基于在线教育模式的混合式教学模式实现线上线下结合、课内课外互补,充分发挥了传统课程和在线学习的优势,成为在线教育的主流应用模式和发展趋势。在此背景下,大地控制测量课程依照混合式教学模式的理念,构建了"两模块、三层次"的知识体系,优化教学设计和教学活动,建设了多元化教学评价体系,开展有效的混合式教学。问卷调查结果显示,混合式教学模式的实施极大地提高了学习者的学习主观能动性和主动获取知识的能力,学习由被动变为主动,培养了学生的创新思维,以及协作交流、语言表达能力。
The development of information technology stirs up the change of modern education. Based on online education,the hybrid teaching model adopts the advantages of traditional and online course by combining online and offline resources and complementing-curricular and extracurricular system. It is becoming a mainstream and tendency of online education. Under this background,according to the concept of blended teaching mode,the course of Geodetic Survey was reformed. The curriculum resource was reconstructed,a knowledge system was built with " two modules" and " three levels ", instructional design and teaching activities were optimized, diversified teaching evaluation was constructed and effective mixed teaching mode was developed. The result of questionnaire survey shows that the implementation of blended teaching mode has greatly improved learners' learning initiative and the ability of knowledge acquisition. It has made learning more active,and improved students ' ability in innovative thinking,collaborative communication and language expression.
The development of information technology stirs up the change of modern education. Based on online education,the hybrid teaching model adopts the advantages of traditional and online course by combining online and offline resources and complementing-curricular and extracurricular system. It is becoming a mainstream and tendency of online education. Under this background,according to the concept of blended teaching mode,the course of Geodetic Survey was reformed. The curriculum resource was reconstructed,a knowledge system was built with " two modules" and " three levels ", instructional design and teaching activities were optimized, diversified teaching evaluation was constructed and effective mixed teaching mode was developed. The result of questionnaire survey shows that the implementation of blended teaching mode has greatly improved learners' learning initiative and the ability of knowledge acquisition. It has made learning more active,and improved students ' ability in innovative thinking,collaborative communication and language expression.
引文
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[13]郝建新,郭晓静.互联网+背景下SPOC模式电类实验教学[J].实验室研究与探索,2016,35(9):209-213
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[15]谢丹,邓天卫.混合式教学模式下语言学习者自主学习能力的培养[J].教育教学论坛,2016(4):45-46.
[16]张玉红,刘航.高校电子技术混合课程建设的思考与实践[J].通讯世界,2017(7):274-275.
[17]赵玉红,孙晓庆,卞建民,等.水文地质学基础实验网络混合式教学模式改革[J].实验室研究与探索,2017,36(8):217-221.
[2]王佳利,李斌峰.基于网络教学平台校本混合课程教学效果的实证研究[J].电化教育研究,2016,37(3):101-107.
[3]顾国松. SPOC+FCM混合式教学模式的构建与实证[J].嘉兴学院学报,2018(2):7-8.
[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(7):60-65.
[5]刘斌.基于在线课程的混合式教学设计与实践探索[J].中国教育信息化,2016(11):81-83.
[6]蒋鑫.互联网+背景下混合课程教学模式构建[J].产业与科技论坛,2017,16(15):196-197.
[7]巩红冬,李彪,王玉林.基于混合式教学的植物学课程翻转课堂构建[J].中央民族大学学报(自然科学版),2018(1):70-72.
[8]王晓琴,张波.转变教学理念改革教学方法—浅谈药理学的混合式教学尝试[J].卫生职业教育,2018(4):71-73.
[9]王建梅,王卫安.翻转课堂在地理信息系统课程教学中的实践与思考[J].测绘通报,2017(8):146-149.
[10]李姣,徐磊,高芙蓉,等.混合教学模式在医学基础实验课程中的应用[J].实验技术与管理,2018(1):177-179.
[11]李逢庆.混合式教学的理论基础与教学设计[J].现代教育技术,2016(9):18-24.
[12]尹苗,李逢庆.“细胞生物学”课程混合式教学的设计与实践[J].中国细胞生物学学报,2018,40(2):260-268.
[13]郝建新,郭晓静.互联网+背景下SPOC模式电类实验教学[J].实验室研究与探索,2016,35(9):209-213
[14]苏良昱,王武,葛瑜.电力电子技术仿真实验教学与创新思维拓展[J].实验技术与管理,2013(1):170-173.
[15]谢丹,邓天卫.混合式教学模式下语言学习者自主学习能力的培养[J].教育教学论坛,2016(4):45-46.
[16]张玉红,刘航.高校电子技术混合课程建设的思考与实践[J].通讯世界,2017(7):274-275.
[17]赵玉红,孙晓庆,卞建民,等.水文地质学基础实验网络混合式教学模式改革[J].实验室研究与探索,2017,36(8):217-221.