基于学生核心素养发展的混合教学模式与实施路径研究——以高校旅游专业教学为例
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摘要
核心素养在学生终身发展和社会发展过程中发挥着关键作用,得到了世界各国的重视,基于学生核心素养的教学改革已成为许多国家或地区制定教育政策、开展教育实践的重要前提条件。混合教学模式充分利用了线上与线下教学的优点,有利于促进学生核心素养的发展。基于此,该文论述了混合教学模式促进核心素养培养的内涵逻辑,构建了以教学环境、教学资源、教学方式三因素相互支撑的基于学生核心素养发展的混合教学模式,分析了该模式的实施路径,并以高校旅游专业教学为例详细阐述了该模式的实践运用,为促进学生核心素养的发展提供了有效途径。
Core Competencies plays a key role in the lifelong development and social development of students, which has been attached great importance by countries all over the world. The teaching reform based on students' core competencies has become the basis for many countries or regions to formulate educational policies and carry out educational practice. Blended teaching mode makes full use of the advantages of online learning and offline teaching, which is conducive to the development of students' core competencies. Based on this, this paper discusses the connotation logic of the blended teaching mode to promote core literacy training, and builds a blended teaching mode based on the development of students' core competencies supported by three factors:teaching environment, teaching resources and teaching methods, and analyzes the implementation path of the mode. Taking the teaching of college tourism as an example, the practical application of the mode is elaborated, which provides an effective way to promote the development of students' core competencies.
Core Competencies plays a key role in the lifelong development and social development of students, which has been attached great importance by countries all over the world. The teaching reform based on students' core competencies has become the basis for many countries or regions to formulate educational policies and carry out educational practice. Blended teaching mode makes full use of the advantages of online learning and offline teaching, which is conducive to the development of students' core competencies. Based on this, this paper discusses the connotation logic of the blended teaching mode to promote core literacy training, and builds a blended teaching mode based on the development of students' core competencies supported by three factors:teaching environment, teaching resources and teaching methods, and analyzes the implementation path of the mode. Taking the teaching of college tourism as an example, the practical application of the mode is elaborated, which provides an effective way to promote the development of students' core competencies.
引文
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[13]陈云宇.“互联网+”背景下小学语文“四学式”混合学习模式研究[J].中国电化教育,2018,378(7):117-121.
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[15]曹炯.基于微信平台的高职英语混合教学模式探究[J].开封教育学院学报,2018,38(5):156-158.
[16]田阳,杜静等.面向混合学习的学习与社交协同策略探究[J].中国电化教育,2018,(5):8-14.
[17]张跃华.互联网在教学管理中的作用和实践--以旅游管理教学为例[J].旅游学刊,2004,19(S1):150-152.
[18]解月光,杨鑫等.高中学生信息技术学科核心素养的描述与分级[J].中国电化教育,2017,(5):8-14.
[2]刘雪飞,陈琳等.走向智慧时代的信息技术课程核心素养建构研究[J].中国电化教育,2018,381(10):60-66.
[3]教技[2018]6号,教育部关于印发《教育信息化2.0行动计划》的通知[Z].
[4]新华社.中共中央、国务院印发《中国教育现代化2035》[EB/OL].http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201902/t20190223_370857.html,2019-02-23.
[5]何克抗.从Blending Learning看教育技术理论的新发展(上)[J].中国电化教育,2004,(3):5-10.
[6]林崇德.构建中国化的学生发展核心素养[J].北京师范大学学报(社会科学版),2017,(1):66-73.
[7]田富鹏,焦道利.信息化环境下高校混合教学模式的实践探索[J].电化教育研究,2005,(4):63-65.
[8]刘革平,余亮等.教育信息化2.0视域下的“互联网+教育”要素与功能研究[J].电化教育研究,2018,(9):39-44.
[9]王小根,范水娣.混合式学习环境下学习资源生成模式设计研究[J].电化教育研究,2018,(1)61-67.
[10]白倩,张舒予.视觉文化课全英文课程“融合式教学”探索[J].现代远距离教育,2017,(2):83-88.
[11]龙斌,连云凯.旅游院校计算机"纺锤"式混合教学模型的创新性探讨[J].旅游论坛,2010,3(2):249-252.
[12]肖尔盾.“互联网+”背景下高校体育教学混合学习模式探索[J].中国电化教育,2017,(10):123-129.
[13]陈云宇.“互联网+”背景下小学语文“四学式”混合学习模式研究[J].中国电化教育,2018,378(7):117-121.
[14]杨现民,赵鑫硕.“互联网+”时代学习资源再认识及其发展趋势[J].电化教育研究,2016,(10):88-96.
[15]曹炯.基于微信平台的高职英语混合教学模式探究[J].开封教育学院学报,2018,38(5):156-158.
[16]田阳,杜静等.面向混合学习的学习与社交协同策略探究[J].中国电化教育,2018,(5):8-14.
[17]张跃华.互联网在教学管理中的作用和实践--以旅游管理教学为例[J].旅游学刊,2004,19(S1):150-152.
[18]解月光,杨鑫等.高中学生信息技术学科核心素养的描述与分级[J].中国电化教育,2017,(5):8-14.