大学无机化学课程智慧课堂的构建研究
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摘要
智慧课堂作为一种新型混合式教学模式在国内高校获得广泛推广。线上和线下相互混合的教学模式充分结合了传统课堂模式和翻转课堂模式,两者优势互补,让学生成为学习的主体。将智慧课堂应用于无机化学教学,随着教学资源多元化,互联网技术发展,线上教育终端的成熟,使得教师和学生的角色发生了巨大的转变。智慧课堂教学模式有利于学生自主学习,调动学生的主动性和积极性,提高教学效率,对大学无机化学课程有着实际的指导意义。
As a new hybrid teaching mode,smart class has been widely promoted in domestic universities. The mixed teaching modes of online and offline have fully combined the mode of traditional classroom and flipped classroom.The advantages of both are complementary,making the students become the subject of learning. Smart class is applied to Inorganic Chemistry course. With the diversification of teaching resource,the development of Internet technology and maturity of online education terminal,a very big change of the teachers and students has occurred. The mode of smart class is conducive to student's self-learning,mobilizing students' initiative and motivation,and improving the teaching efficiency and effectiveness. This has great practical guiding significance for Inorganic Chemistry course in university.
As a new hybrid teaching mode,smart class has been widely promoted in domestic universities. The mixed teaching modes of online and offline have fully combined the mode of traditional classroom and flipped classroom.The advantages of both are complementary,making the students become the subject of learning. Smart class is applied to Inorganic Chemistry course. With the diversification of teaching resource,the development of Internet technology and maturity of online education terminal,a very big change of the teachers and students has occurred. The mode of smart class is conducive to student's self-learning,mobilizing students' initiative and motivation,and improving the teaching efficiency and effectiveness. This has great practical guiding significance for Inorganic Chemistry course in university.
引文
[1]李祎,王伟,钟绍春,等.智慧课堂中的智慧生成策略研究[J].电化教育研究,2017,38(1):108-114.
[2]施华,邓海鹰,雷红梅.基于超星学习通的混合式学习模式探索——以高职电路基础课程为例[J].广西教育,2017(23):184-186.
[3]张国培.论“互联网+”背景下的雨课堂与高校教学改革[J].中国成人教育,2017(19):94-96.
[4]魏晶晶.基于互联网下微课的翻转课堂教学现状研究[J].现代职业教育,2016(25):192.
[5]窦湘屏.基于“雨课堂”的混合式信息化教学探索[J].中国信息技术教育,2017(01):62-65.
[6]尹霞,赵艳,赵敬哲.基于微视频的无机化学教学方法的探究[J].广州化工,2017,45(17):169-171.
[7]江路华,张晓明.线上线下混合教学模式探究——以浙江大学医学院系统解剖学课程为例[J].中国高等医学教育,2017,250(10):61-62.
[8]叶荣荣,余胜泉,陈琳.活动导向的多种教学模式的混合式教学研究[J].电化教育研究,2012,33(9):104-112.
[9]李文静.基于MOOC的混合式教学模式研究及应用——以“电路原理”课程为例[J].河北农业大学学报(农林教育版),2017,19(5):47-50.
[10]马奕春,黄丽红,林芳.无机及分析化学“混合式学习”模式的研究与实践[J].化工高等教育,2015,32(1):65-67,89.
[11]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016(10):51-56,73.
[2]施华,邓海鹰,雷红梅.基于超星学习通的混合式学习模式探索——以高职电路基础课程为例[J].广西教育,2017(23):184-186.
[3]张国培.论“互联网+”背景下的雨课堂与高校教学改革[J].中国成人教育,2017(19):94-96.
[4]魏晶晶.基于互联网下微课的翻转课堂教学现状研究[J].现代职业教育,2016(25):192.
[5]窦湘屏.基于“雨课堂”的混合式信息化教学探索[J].中国信息技术教育,2017(01):62-65.
[6]尹霞,赵艳,赵敬哲.基于微视频的无机化学教学方法的探究[J].广州化工,2017,45(17):169-171.
[7]江路华,张晓明.线上线下混合教学模式探究——以浙江大学医学院系统解剖学课程为例[J].中国高等医学教育,2017,250(10):61-62.
[8]叶荣荣,余胜泉,陈琳.活动导向的多种教学模式的混合式教学研究[J].电化教育研究,2012,33(9):104-112.
[9]李文静.基于MOOC的混合式教学模式研究及应用——以“电路原理”课程为例[J].河北农业大学学报(农林教育版),2017,19(5):47-50.
[10]马奕春,黄丽红,林芳.无机及分析化学“混合式学习”模式的研究与实践[J].化工高等教育,2015,32(1):65-67,89.
[11]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016(10):51-56,73.