基于蓝墨云班课的混合式教学行为研究——以“现代教育技术”课程为例
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摘要
移动教学助手——蓝墨云班课的使用,能够很好地支持信息化教学创新,推动与高校教学改革的有效对接。基于此,文章构建了基于蓝墨云班课的混合式教学行为模式,并将该模式应用于"现代教育技术"课程的教学实践中。通过提取蓝墨云班课采集的教学行为数据,文章重点对基于蓝墨云班课的混合式教学行为进行了多维分析,发现:学生在大部分教学活动中的行为表现积极,但在小组任务和小组互评中参与不够。最后,文章提出了混合式教学行为的改进建议,以期为实施精准教学、推动大数据时代的混合式教学改革提供参考。
The use of mobile teaching assistant, named "Mosotech", could well support the innovation of informational teaching, and promote its effective connection with the teaching reform of colleges and universities. Based on this, the paper built a blended teaching model based on Mosotech, and applied this model into the teaching practice of the "Modern Educational Technology" course. By extracting the teaching behavior data collected by Mosotech, the paper focused on the multi-dimensional analysis of the blended teaching behavior based on Mosotech. It was found that students behaved positively in most teaching activities, while insufficiently participated in group tasks and group evaluations. In addition,some suggestions for the improvement of blended teaching were put forward, expecting to provide reference for the implementation of precise teaching and the promotion of blended teaching model reform in big data era.
The use of mobile teaching assistant, named "Mosotech", could well support the innovation of informational teaching, and promote its effective connection with the teaching reform of colleges and universities. Based on this, the paper built a blended teaching model based on Mosotech, and applied this model into the teaching practice of the "Modern Educational Technology" course. By extracting the teaching behavior data collected by Mosotech, the paper focused on the multi-dimensional analysis of the blended teaching behavior based on Mosotech. It was found that students behaved positively in most teaching activities, while insufficiently participated in group tasks and group evaluations. In addition,some suggestions for the improvement of blended teaching were put forward, expecting to provide reference for the implementation of precise teaching and the promotion of blended teaching model reform in big data era.
引文
[1]金慧,胡盈滢,宋蕾.技术促进教育创新——新媒体联盟《地平线报告》(2017高等教育版)解读[J].远程教育杂志,2017,(2):3-8.
[2]国务院.促进大数据发展行动纲要[OL].
[3]杨艺.大数据思维下教学过程数据分析及应用研究[J].中国远程教育,2016,(11):22-27、79-80.
[4]刘喆.基于TPB和TAM模型的教师信息化教学行为[J].现代教育技术,2017,(3):78-84.
[5]穆肃,左萍萍.信息化教学环境下课堂教学行为分析方法的研究[J].电化教育研究,2015,(9):62-69.
[6]王陆,李瑶.课堂教学行为大数据透视下的教学现象探析[J].电化教育研究,2017,(4):77-85.
[7]陈长胜.视频资源的课堂应用现状与策略分析[J].中国教育信息化,2013,(18):24-28.
[8]毛刚,刘清堂,吴林静.基于活动理论的小组协作学习分析模型与应用[J].现代远程教育研究,2016,(3):93-103.
[9]神惠子.小组合作学习模式中的教师角色与学习评价[J].中国大学教学,2016,(2):94-96.
[10]许涛.慕课同伴互评模型设计研究[J].开放教育研究,2015,(2):70-77.
[2]国务院.促进大数据发展行动纲要[OL].
[3]杨艺.大数据思维下教学过程数据分析及应用研究[J].中国远程教育,2016,(11):22-27、79-80.
[4]刘喆.基于TPB和TAM模型的教师信息化教学行为[J].现代教育技术,2017,(3):78-84.
[5]穆肃,左萍萍.信息化教学环境下课堂教学行为分析方法的研究[J].电化教育研究,2015,(9):62-69.
[6]王陆,李瑶.课堂教学行为大数据透视下的教学现象探析[J].电化教育研究,2017,(4):77-85.
[7]陈长胜.视频资源的课堂应用现状与策略分析[J].中国教育信息化,2013,(18):24-28.
[8]毛刚,刘清堂,吴林静.基于活动理论的小组协作学习分析模型与应用[J].现代远程教育研究,2016,(3):93-103.
[9]神惠子.小组合作学习模式中的教师角色与学习评价[J].中国大学教学,2016,(2):94-96.
[10]许涛.慕课同伴互评模型设计研究[J].开放教育研究,2015,(2):70-77.