“嵌入式系统课程设计”合作式实践教学的探索
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摘要
分组实验是课程实验教学的典型模式,但随机性分组、分组始终保持不变等做法不利于提高实验效果。以"嵌入式系统课程设计"实验课程为案例,在分析常见分组策略存在问题的基础上,基于课前调查实践了结合学生分组意愿和学生实验能力的综合型分组策略,面向课程阶段性实验的特点实践了动态调整的分组策略。结合信息化手段,通过实验日志和线下答疑等环节对实验过程进行控制,设计了一种组内自评、组间互评、教师点评的实验效果形成性评价机制。实践表明,这些方法手段对于提升合作式实践教学具有促进作用。
Grouping is a typical organization model for experiment teaching.Generally,random and fixed grouping strategies are not favorable for the experiment effect.Take the"Embedded System Practice"as a case study,based on the analysis of normally used grouping methods,we propose a comprehensive grouping strategy by combining students' will and their skills,and a dynamic grouping strategy corresponding to different experiment steps is implemented at the same time.With the help of information means and tools,we control experimental procedure through experimental diary and offline mentoring,and propose a formative evaluation mechanism consisted of self-assessment within group,mutualrating among groups and continuous teacher comment.Teaching practice results show that these methods and strategies can promote collaborative practical teaching.
Grouping is a typical organization model for experiment teaching.Generally,random and fixed grouping strategies are not favorable for the experiment effect.Take the"Embedded System Practice"as a case study,based on the analysis of normally used grouping methods,we propose a comprehensive grouping strategy by combining students' will and their skills,and a dynamic grouping strategy corresponding to different experiment steps is implemented at the same time.With the help of information means and tools,we control experimental procedure through experimental diary and offline mentoring,and propose a formative evaluation mechanism consisted of self-assessment within group,mutualrating among groups and continuous teacher comment.Teaching practice results show that these methods and strategies can promote collaborative practical teaching.
引文
[1]General Office of CCCPC,General of the State Council.Opinions on deepening the reform of the educational system and mechanism:General office of CCCPC[2017]46[Z].2017.(in Chinese)
[2]Guo You-song,Tan Liang.Personalized grouping strategies for mobile collaborative learning[J].Distant Education in China,2017(8):19-26.(in Chinese)
[3]Chen Xiao-lan,Chen Zhi-yun,Wang Xing-heng.Assessment based on Moodle[J].Computer Education,2007(4):68-71.(in Chinese)
[4]Ouyang Jian-quan,Fang Kun,Yin Gang.Research on students'learning behavior based on Trustie platform[J].Industry and Information Technology Education,2017(11):85-90.(in Chinese)
[1]中共中央办公厅,国务院办公厅.关于深化教育体制机制改革的意见:中办发[2017]46号[Z].2017.
[2]郭友松,谭良.移动协作学习的个性化分组策略研究[J].中国远程教育,2017(8):19-26.
[3]陈晓岚,陈志云,王行恒.Moodle系统中的教学评价[J].计算机教育,2007(4):68-71.
[4]欧阳建权,方昆,尹刚.基于Trustie网络学习平台的学生学习行为研究[J].工业和信息化教育,2017(11):85-90.
[2]Guo You-song,Tan Liang.Personalized grouping strategies for mobile collaborative learning[J].Distant Education in China,2017(8):19-26.(in Chinese)
[3]Chen Xiao-lan,Chen Zhi-yun,Wang Xing-heng.Assessment based on Moodle[J].Computer Education,2007(4):68-71.(in Chinese)
[4]Ouyang Jian-quan,Fang Kun,Yin Gang.Research on students'learning behavior based on Trustie platform[J].Industry and Information Technology Education,2017(11):85-90.(in Chinese)
[1]中共中央办公厅,国务院办公厅.关于深化教育体制机制改革的意见:中办发[2017]46号[Z].2017.
[2]郭友松,谭良.移动协作学习的个性化分组策略研究[J].中国远程教育,2017(8):19-26.
[3]陈晓岚,陈志云,王行恒.Moodle系统中的教学评价[J].计算机教育,2007(4):68-71.
[4]欧阳建权,方昆,尹刚.基于Trustie网络学习平台的学生学习行为研究[J].工业和信息化教育,2017(11):85-90.