基于泛雅网络教学平台的工科大学物理混合式教学模式构建和实施
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摘要
分析了传统课堂教学和MOOCs的优缺点,针对地方性本科院校工科大学物理不同专业的教学所遇到的困境,提出了利用泛雅教学平台的混合式教学模式,具体介绍了工科大学物理课程混合式教学方法的实施已经具备的条件,数字化资源建设和混合式教学过程的实施过程及其特点.混合式教学模式能有效解决目前工科物理教学面临的困境,同时提升学生的课堂效果和学习能力,可为同类地方院校的课堂教学改革提供参考.
The advantages and disadvantages of traditional classroom teaching and MOOCs are analyzed.Aiming at the dilemma encountered in the engineering physics teaching of different majors in local undergraduate colleges,a blending teaching model using the Pan-Ya teaching platform was proposed.The conditions that have been implemented in the implementation of the blending teaching method of the physics course in the engineering university,the implementation process of the digital resource construction and the blending teaching process and its characteristics are introduced in detail.The blending teaching mode can effectively solve the dilemma of engineering physics teaching and improve the students' classroom effect and learning ability,which can provide reference for classroom teaching reform of similar local colleges and universities.
The advantages and disadvantages of traditional classroom teaching and MOOCs are analyzed.Aiming at the dilemma encountered in the engineering physics teaching of different majors in local undergraduate colleges,a blending teaching model using the Pan-Ya teaching platform was proposed.The conditions that have been implemented in the implementation of the blending teaching method of the physics course in the engineering university,the implementation process of the digital resource construction and the blending teaching process and its characteristics are introduced in detail.The blending teaching mode can effectively solve the dilemma of engineering physics teaching and improve the students' classroom effect and learning ability,which can provide reference for classroom teaching reform of similar local colleges and universities.
引文
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[5]阚宝朋,刘英杰,杜文龙.SPOC环境下基于翻转课堂的混合式教学实践与反思——以高职《计算机网络基础》课程教学为例[J].中国教育信息化,2017,(12):44-47.
[6]熊熹,徐伟民.基于网络的混合式教学模式探析[J].武汉轻工大学学报,2016,35(2):114-117.
[7]Garrison D R,Vaughan N D.Blended learning in higher education:Framework,principles,and guidelines[J].John Wiley &Sons,2008,11(4):285-287.
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[9]赵煦,周龙,陈为真,等.泛雅网络平台辅助下的电磁场理论教学方法研究[J].教育教学论坛,2017,(19):178-179.
[10]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014,35(1):85-93.
[11]胡铁生,周晓清.高校微课建设的现状分析与发展对策研究[J].现代教育技术,2014,24(2):5-13.
[2]王文礼.MOOC的发展及其对高等教育的影响[J].江苏高教,2013,(2):53-57.
[3]Breslow L,Pritchard D E,DeBoer J,et al.Studying learning in the worldwide classroom research into edX′s first MOOC[J].Research &Practice in Assessment,2013,(8):13-25.
[4]Whitehill J,Mohan K,Seaton D,et al.Delving Deeper into MOOC Student Dropout Prediction[J].arXiv preprint,2017,1702:06404.
[5]阚宝朋,刘英杰,杜文龙.SPOC环境下基于翻转课堂的混合式教学实践与反思——以高职《计算机网络基础》课程教学为例[J].中国教育信息化,2017,(12):44-47.
[6]熊熹,徐伟民.基于网络的混合式教学模式探析[J].武汉轻工大学学报,2016,35(2):114-117.
[7]Garrison D R,Vaughan N D.Blended learning in higher education:Framework,principles,and guidelines[J].John Wiley &Sons,2008,11(4):285-287.
[8]汤发俊.基于超星泛雅网络教学平台的在线开放课程建设——以《计算机应用基础》课程为例[J].职业技术,2018,17(2):44-46.
[9]赵煦,周龙,陈为真,等.泛雅网络平台辅助下的电磁场理论教学方法研究[J].教育教学论坛,2017,(19):178-179.
[10]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014,35(1):85-93.
[11]胡铁生,周晓清.高校微课建设的现状分析与发展对策研究[J].现代教育技术,2014,24(2):5-13.