仪器分析课程翻转课堂与MOOC融合的教学模式构建
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摘要
作为化学和应用化学专业课程,《仪器分析》课程教学在教材、定位和模式等方面存在诸多不足,MOOC和翻转课堂是目前新兴的教学模式,可为《仪器分析》课程教学注入新活力。本文从MOOC和翻转课堂的定义和特点入手,构建了"MOOC——翻转课堂"教学模式,讨论如何将这一模式应用于《仪器分析》课程,目的是提高《仪器分析》课程教学效果,培养应用型人才。
Instrumental Analysis is an important course for chemistry and applied chemistry majors in university.However,there are many deficiencies existing teaching of Instrumental analysis course such as teaching materials,teaching orientation and teaching model.The introductions of massive open online course(MOOC)and flipped classroom offered new thought for teaching reform of Instrumental Analysis course.This paper concluded the definitions and characteristics of MOOC and flipped classroom,meanwhile constructed MOOC-flipped classroom teaching model.The application of this new model in Instrumental Analysis teaching was also discussed in the paper,which provided an important reference value for improving the teaching quality and training application-oriented talents.
Instrumental Analysis is an important course for chemistry and applied chemistry majors in university.However,there are many deficiencies existing teaching of Instrumental analysis course such as teaching materials,teaching orientation and teaching model.The introductions of massive open online course(MOOC)and flipped classroom offered new thought for teaching reform of Instrumental Analysis course.This paper concluded the definitions and characteristics of MOOC and flipped classroom,meanwhile constructed MOOC-flipped classroom teaching model.The application of this new model in Instrumental Analysis teaching was also discussed in the paper,which provided an important reference value for improving the teaching quality and training application-oriented talents.
引文
[1]曾明星,李桂平,周清平,等.MOOC与翻转课堂融合的深度学习场域建构[J].现代远程教育研究,2016,139(1):41-49.
[2]俞敬松,陈泽松.浅析MOOC与翻转课堂在“翻译技术实践”课程中的应用[J].工业和信息化教育,2014,2(11):17-28.
[3]李艳,张慕华.高校学生慕课和翻转课堂体验实证研究---基于231条在线学习日志分析[J].现代远程教育研究,2015,22(5):73-84.
[4]刘萍,刘云.SWOT视角:慕课时代大学英语教师发展的路径构建[J].安徽科技学院学报,2017,31(4):102-107.
[5]程平,张冬丽.MOOC的国内外发展特点、组成要素和发展现状分析[J].教育教学论坛,2016,8(33):127-128.
[6]唐婧,郑胜彪,朱金坤,等.“翻转课堂”在《仪器分析》教学中的应用[J].安徽科技学院学报,2017,31(1):126-128.
[7]徐葳,贾永政,阿曼多·福克斯.从MOOC到SPOC---基于加州大学伯克利分校和清华大学MOOC实践的学术对话[J].现代远程教育研究,2014,130(4):13-22.
[8]朱道立,陈佩林,马以桐.多元立体化教学模式的实践与思索[J].辽宁教育研究,2007,7(12):55-58.
[2]俞敬松,陈泽松.浅析MOOC与翻转课堂在“翻译技术实践”课程中的应用[J].工业和信息化教育,2014,2(11):17-28.
[3]李艳,张慕华.高校学生慕课和翻转课堂体验实证研究---基于231条在线学习日志分析[J].现代远程教育研究,2015,22(5):73-84.
[4]刘萍,刘云.SWOT视角:慕课时代大学英语教师发展的路径构建[J].安徽科技学院学报,2017,31(4):102-107.
[5]程平,张冬丽.MOOC的国内外发展特点、组成要素和发展现状分析[J].教育教学论坛,2016,8(33):127-128.
[6]唐婧,郑胜彪,朱金坤,等.“翻转课堂”在《仪器分析》教学中的应用[J].安徽科技学院学报,2017,31(1):126-128.
[7]徐葳,贾永政,阿曼多·福克斯.从MOOC到SPOC---基于加州大学伯克利分校和清华大学MOOC实践的学术对话[J].现代远程教育研究,2014,130(4):13-22.
[8]朱道立,陈佩林,马以桐.多元立体化教学模式的实践与思索[J].辽宁教育研究,2007,7(12):55-58.