基于SPOC+Problem orientation的环境微生物学混合式教学设计与初探
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摘要
环境微生物学是高校本科环境类专业的重要专业课程,针对该课程在传统教学中存在的问题,以智慧教学工具雨课堂为平台,将小规模限制性在线课程(Small private online course,SPOC)和问题导向(Problemorientation)引入到环境微生物学课程教学,构建线上和线下相结合的混合式教学模式。该教学模式主要由线上和线下教学内容制订、线上和线下教学实施和教学效果考核、评价及反馈3部分组成。该教学模式以学生为主体,以问题为导向,充分激发学生的学习兴趣,赋予学生更多的个性化体验,增强理论课程教学的互动性。初步教学实践表明,SPOC和Problem orientation的有机结合行之有效,能有效提高教学质量和教学效果。该混合式教学模式有助于培养具备环境微生物专业知识和技能的环保领域创新型人才,也可为其它课程教学质量的提高提供参考。
Environmental Microbiology is an important professional course for environmental specialty undergraduates. In view of the practical problems that affect teaching effect in the traditional teaching process, an innovative teaching mode is developed by introduction small private online course(SPOC) and Problem orientation into Environmental Microbiology using the intelligent tools of Rain Classroom. This blended teaching mode mainly consists of three parts: production of online teaching content, teaching implementation and effectiveness assessment, evaluation and feedback. This blended teaching mode takes into account the psychology of the students. Problem-oriented teaching can fully stimulate students' interest in learning, giving students more personalized experience and enhancing the interaction between teachers and students. Thus, the preliminary exploration showed that the innovative teaching mode of SPOC and Problem orientation can effectively improve the teaching quality and effectiveness by improving teaching process. The blended teaching mode helps to cultivate innovative talents in the field of environmental protection with professional knowledge and skills of environmental microbiology. It can also provide a reference for improving the teaching quality and effectiveness of other courses.
Environmental Microbiology is an important professional course for environmental specialty undergraduates. In view of the practical problems that affect teaching effect in the traditional teaching process, an innovative teaching mode is developed by introduction small private online course(SPOC) and Problem orientation into Environmental Microbiology using the intelligent tools of Rain Classroom. This blended teaching mode mainly consists of three parts: production of online teaching content, teaching implementation and effectiveness assessment, evaluation and feedback. This blended teaching mode takes into account the psychology of the students. Problem-oriented teaching can fully stimulate students' interest in learning, giving students more personalized experience and enhancing the interaction between teachers and students. Thus, the preliminary exploration showed that the innovative teaching mode of SPOC and Problem orientation can effectively improve the teaching quality and effectiveness by improving teaching process. The blended teaching mode helps to cultivate innovative talents in the field of environmental protection with professional knowledge and skills of environmental microbiology. It can also provide a reference for improving the teaching quality and effectiveness of other courses.
引文
[1]Jiang LJ,Wang XL,Xiao L,et al.Reform of Environmental Microbiology based on flipped classroom[J].Microbiology China,2018,45(7):1597-1602(in Chinese)蒋丽娟,王晓琳,肖琳,等.环境微生物学“翻转课堂”教学改革探索[J].微生物学通报,2018,45(7):1597-1602
[2]Sun L,Tang YK.Discussion on the problems of course teaching in“Environmental Engineering Mircrobiology”[J].Time Education,2012(2):35,37(in Chinese)孙蕾,唐艳葵.《环境工程微生物学》课程教学中存在的问题探讨[J].时代教育,2012(2):35,37
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[5]Kang YQ.An analysis on SPOC:Post-MOOC era of online education[J].Tsinghua Journal of Education,2014,35(1):85-93(in Chinese)康叶钦.在线教育的“后MOOC时代”-SPOC解析[J].清华大学教育研究,2014,35(1):85-93
[6]He B,Cao Y.SPOC:MOOC-based innovation of teaching processes[J].China Educational Technology,2015(3):22-29(in Chinese)贺斌,曹阳.SPOC:基于MOOC的教学流程创新[J].中国电化教育,2015(3):22-29
[7]Xiao SM,Jiao XM,Zhao LM,et al.Design and application of problem-based learning teaching model in environmental biology experiment based on flipped classroom[J].Microbiology China,2018,45(1):207-214(in Chinese)肖淑敏,焦秀梅,赵连梅,等.基于翻转课堂的环境生物学实验PBL教学设计与实践[J].微生物学通报,2018,45(1):207-214
[8]Wang L,Zhao Z.On Production tools and skills of microlecture[J].Digital Education,2015,1(5):71-78(in Chinese)王磊,赵铮.微课制作工具及制作技巧[J].数字教育,2015,1(5):71-78
[9]Meng XZ,Liu RM,Wang GX.The theory and practice of the design and construction of microlectures[J].Journal of Distance Education,2014,32(6):24-32(in Chinese)孟祥增,刘瑞梅,王广新.微课设计与制作的理论与实践[J].远程教育杂志,2014,32(6):24-32
[10]Wang SG.Rain Classroom:The wisdom teaching tool in the context of mobile internet and big data[J].Modern Educational Technology,2017,27(5):26-32(in Chinese)王帅国.雨课堂:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017,27(5):26-32
[11]Song Y,Wang SW,Chen Z,et al.Exploration and practice on the reform of Microbiology teaching[J].Microbiology China,2018,45(3):616-621(in Chinese)宋渊,王世伟,陈芝,等.微生物学教学改革的几点思考.微生物学通报,2018,45(3):616-621
[12]Lyu ZT,Zhang XM,Zhao LK,et al.Exploration in reform and practice of research-based designing experiments of Microbiology courses[J].Microbiology China,2018,45(3):670-675(in Chinese)吕志堂,张秀敏,赵丽坤,等.微生物学研究型设计性实验教学改革与实践[J].微生物学通报,2018,45(3):670-675
[2]Sun L,Tang YK.Discussion on the problems of course teaching in“Environmental Engineering Mircrobiology”[J].Time Education,2012(2):35,37(in Chinese)孙蕾,唐艳葵.《环境工程微生物学》课程教学中存在的问题探讨[J].时代教育,2012(2):35,37
[3]Zhou QY,Wang SF.Environmental engineering microbiology[M].4th ed.Beijing:Higher Education Press,2015(in Chinese)周群英,王士芬.环境工程微生物学[M].4版.北京:高等教育出版社,2015
[4]Yang F,Zhang HR,Zhang WX.A study on the blended learning based on MOOC and Rain Classroom-Taking the teaching practice of“Conversational English Skills”MOOC and Rain Classroom as an example[J].Modern Educational Technology,2017,27(5):33-39(in Chinese)杨芳,张欢瑞,张文霞.基于MOOC与雨课堂的混合式教学初探-以“生活英语听说”MOOC与雨课堂的教学实践为例[J].现代教育技术,2017,27(5):33-39
[5]Kang YQ.An analysis on SPOC:Post-MOOC era of online education[J].Tsinghua Journal of Education,2014,35(1):85-93(in Chinese)康叶钦.在线教育的“后MOOC时代”-SPOC解析[J].清华大学教育研究,2014,35(1):85-93
[6]He B,Cao Y.SPOC:MOOC-based innovation of teaching processes[J].China Educational Technology,2015(3):22-29(in Chinese)贺斌,曹阳.SPOC:基于MOOC的教学流程创新[J].中国电化教育,2015(3):22-29
[7]Xiao SM,Jiao XM,Zhao LM,et al.Design and application of problem-based learning teaching model in environmental biology experiment based on flipped classroom[J].Microbiology China,2018,45(1):207-214(in Chinese)肖淑敏,焦秀梅,赵连梅,等.基于翻转课堂的环境生物学实验PBL教学设计与实践[J].微生物学通报,2018,45(1):207-214
[8]Wang L,Zhao Z.On Production tools and skills of microlecture[J].Digital Education,2015,1(5):71-78(in Chinese)王磊,赵铮.微课制作工具及制作技巧[J].数字教育,2015,1(5):71-78
[9]Meng XZ,Liu RM,Wang GX.The theory and practice of the design and construction of microlectures[J].Journal of Distance Education,2014,32(6):24-32(in Chinese)孟祥增,刘瑞梅,王广新.微课设计与制作的理论与实践[J].远程教育杂志,2014,32(6):24-32
[10]Wang SG.Rain Classroom:The wisdom teaching tool in the context of mobile internet and big data[J].Modern Educational Technology,2017,27(5):26-32(in Chinese)王帅国.雨课堂:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017,27(5):26-32
[11]Song Y,Wang SW,Chen Z,et al.Exploration and practice on the reform of Microbiology teaching[J].Microbiology China,2018,45(3):616-621(in Chinese)宋渊,王世伟,陈芝,等.微生物学教学改革的几点思考.微生物学通报,2018,45(3):616-621
[12]Lyu ZT,Zhang XM,Zhao LK,et al.Exploration in reform and practice of research-based designing experiments of Microbiology courses[J].Microbiology China,2018,45(3):670-675(in Chinese)吕志堂,张秀敏,赵丽坤,等.微生物学研究型设计性实验教学改革与实践[J].微生物学通报,2018,45(3):670-675