基于SPOC的行为金融学深度学习模式研究
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摘要
行为金融学的教学面临着学科交叉性带来的知识体量大、实体课堂时间有限、体验式实验多等问题。深度学习模式可以较好地综合多元化的学习策略,引导学生进行探究式学习。SPOC则有助于整合线上和线下的学习资源,为师生提供交流互动和情景学习的平台,实现教师对学生的课前预评估、课程学习进度跟踪和课后形成式考核评价等功能,有效改善传统授受式教学方法、教学手段和考核方式的不足。
In the teaching process of behavioral finance,there exist the problems of the amount of knowledge brought about by the interdisciplinary,limited physical classroom time and experiential experimentation.Deep learning mode can better integrate diversified learning strategies and guide students to inquiry learning.While SPOC helps integrate online and offline learning resources,pre-assessment students' self-learning effect,track course progress and form assessment after class.Deep learning mode based on SPOC can effectively solve the insignificancy caused by traditional teaching methods,single teaching tools and assessment.
In the teaching process of behavioral finance,there exist the problems of the amount of knowledge brought about by the interdisciplinary,limited physical classroom time and experiential experimentation.Deep learning mode can better integrate diversified learning strategies and guide students to inquiry learning.While SPOC helps integrate online and offline learning resources,pre-assessment students' self-learning effect,track course progress and form assessment after class.Deep learning mode based on SPOC can effectively solve the insignificancy caused by traditional teaching methods,single teaching tools and assessment.
引文
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[3]孙杰.对分课堂:核心素养“落地”的思想政治创新教学范式——以“我国政府受人民的监督”一课为例[J].中小学德育,2017(11):49-54.
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[6]马云鹏.深度学习视域下的课堂变革[J].全球教育展望,2018,47(10):52-63.
[7]张权力,杨小微.在“深度学习”与“自由课堂”之间保持张力[J].教育科学研究,2017(7):13-17+22.
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[9]曾明星,李桂平,周清平,等.从MOOC到SPOC:一种深度学习模式建构[J].中国电化教育,2015(11):28-34+53.
[10]顾小清,冯园园,胡思畅.超越碎片化学习:语义图示与深度学习[J].中国电化教育,2015(3):39-48.
[11]Brad M.Barber,Terrance Odean.The internet and the investor[J].Journal of Economic Perspectives,2001,15(1):41-54.
[12]吴秀娟,张浩.基于反思的深度学习实验研究[J].远程教育杂志,2015,33(4):67-74.
[2]陈志超,闵永新,陈瑞丰.对分课堂模式下大学生思维能力的渐进生长——以“社会分工和商品经济”为例[J].黑龙江高教研究,2016(11):170-173.
[3]孙杰.对分课堂:核心素养“落地”的思想政治创新教学范式——以“我国政府受人民的监督”一课为例[J].中小学德育,2017(11):49-54.
[4]Baker.J.W.The classroom flip:Using web course management tools to become the guide by the side[C].The 11th International Conference on College Teaching and Learning,Jacksonvile,2000:10-22.
[5]Jensen E,Nickelsen L A.Deeper learning:7powerful strategies for in-depth and longer-lasting learning[M].Corwin press,2008.
[6]马云鹏.深度学习视域下的课堂变革[J].全球教育展望,2018,47(10):52-63.
[7]张权力,杨小微.在“深度学习”与“自由课堂”之间保持张力[J].教育科学研究,2017(7):13-17+22.
[8]张浩,吴秀娟.深度学习的内涵及认知理论基础探析[J].中国电化教育,2012(10):7-11+21.
[9]曾明星,李桂平,周清平,等.从MOOC到SPOC:一种深度学习模式建构[J].中国电化教育,2015(11):28-34+53.
[10]顾小清,冯园园,胡思畅.超越碎片化学习:语义图示与深度学习[J].中国电化教育,2015(3):39-48.
[11]Brad M.Barber,Terrance Odean.The internet and the investor[J].Journal of Economic Perspectives,2001,15(1):41-54.
[12]吴秀娟,张浩.基于反思的深度学习实验研究[J].远程教育杂志,2015,33(4):67-74.