UMU学习平台在高师生职业教育课程中的应用探索
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摘要
移动互联网时代下的课堂互动学习平台为课堂教学注入了新的活力。研究结合"教育信息化理论与实践"课程的教学现状,在课堂教学中基于UMU学习平台开展电子签到、问题引导及观点投票、智能化知识测验、高效提问与讨论、小组任务驱动互动教学等课堂活动。实践发现,在以UMU为学习平台构建的信息化教学环境中开展高师生信息化教学具有较高可行性、有效性,能够引导学生主动思考、积极参与,提高课堂互动教学效果。基于此,笔者对信息技术支持下的课堂互动教学进行了思考,以期促进信息技术与课程教学的深度融合。
In the era of mobile network,the interactive classroom learning platform has injected new vitality into the classroom teaching.Based on the teaching situation of "Theory and Practice of Educational Informationization",and based on the UMU learning platform,this study conducted various classroom activities in teaching,such as electronic sign-in,question-oriented vote of opinion,intelligent knowledge quizzes,efficient questioning and discussion,and task-driven interactive group teaching.Practice has found that it is feasible and effective to carry out the teaching of knowledge and skills to normal university students in the information-based teaching environment constructed by the UMU learning platform,which can guide students to actively think and engage in classroom activities and improve the effectiveness of interactive teaching in the classroom.Based on the teaching practice,we think about the interactive classroom teaching supported by information technology,hoping to promote the deep integration of the information technology and the curriculum teaching.
In the era of mobile network,the interactive classroom learning platform has injected new vitality into the classroom teaching.Based on the teaching situation of "Theory and Practice of Educational Informationization",and based on the UMU learning platform,this study conducted various classroom activities in teaching,such as electronic sign-in,question-oriented vote of opinion,intelligent knowledge quizzes,efficient questioning and discussion,and task-driven interactive group teaching.Practice has found that it is feasible and effective to carry out the teaching of knowledge and skills to normal university students in the information-based teaching environment constructed by the UMU learning platform,which can guide students to actively think and engage in classroom activities and improve the effectiveness of interactive teaching in the classroom.Based on the teaching practice,we think about the interactive classroom teaching supported by information technology,hoping to promote the deep integration of the information technology and the curriculum teaching.
引文
[1]孔晶,赵建华.教师信息技术应用能力发展模型及实现路径[J].开放教育研究,2017,(03):87-95.
[2]教育部.教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].(2016-06-24)[2017-06-16].http://www.edu.cn/edu/zheng_ce_gs_gui/zheng_ce_wen_jian/zong_he/201606/t20160624_1420369.shtml.
[3]鲍义东,赵伟艇.基于APP移动平台的“操作系统”课程教学研究[J].计算机时代,2015,(09):61-63.
[4]UMU.移动互联网时代的学习方式[EB/OL].(2016-07-18)[2017-08-01].https://www.umu.cn/model/home.
[5]龚洪敏.核心素养视域下信息技术教学策略[J].教育科学论坛,2017,(16):17-18.
[6]吴小龙.网络自主学习平台的使用对高职英语教学效果评估——以UMU互动平台为例[J].教育科学(引文版),2017,(07):224-225.
[7]史静寰,叶之红,胡建华,等.走向2030:中国高等教育现代化建设之路[J].中国高教研究,2017,(05):1-14.
[8]刘献君.我国高等教育发展的主导思想及面临的主要矛盾[J].高等教育研究,2017,(01):1-7.
[9]百度.2016年中国互联网教育行业趋势报告[EB/OL].(2016-03-25)[2017-07-17].http://www.199it.com/archives/454284.html.
[10]Talking Data.2016年中国移动互联网行业发展报告[EB/OL].(2017-02-21)[2017-07-17].http://www.199it.com/archives/565557.html?url_type=39.
[11]教备网.国内“互联网+教育”发展呈现六大趋势[EB/OL].(2016-01-20)[2017-07-18].http://www.ceiea.com/html/201601/201601201532331243.shtml.
[12]顾小清,朱元锟.教育用户对技术产品的接受度研究:师生群体的差异及其相互影响[J].电化教育研究,2012,(08):21-27.
[13]刘野.互动教学内涵及实施策略[J].天津市教科院学报,2011,(03):11-13.
[14]金蕾.基于数字化平台的书装设计课程在线互动教学模式研究[J].常州信息职业技术学院学报,2014,(01):33-35.
[15]袁新瑞.计算机网络教学环境中的交互作用与运用策略研究[J].电化教育研究,2006,(02):47-51.
[2]教育部.教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].(2016-06-24)[2017-06-16].http://www.edu.cn/edu/zheng_ce_gs_gui/zheng_ce_wen_jian/zong_he/201606/t20160624_1420369.shtml.
[3]鲍义东,赵伟艇.基于APP移动平台的“操作系统”课程教学研究[J].计算机时代,2015,(09):61-63.
[4]UMU.移动互联网时代的学习方式[EB/OL].(2016-07-18)[2017-08-01].https://www.umu.cn/model/home.
[5]龚洪敏.核心素养视域下信息技术教学策略[J].教育科学论坛,2017,(16):17-18.
[6]吴小龙.网络自主学习平台的使用对高职英语教学效果评估——以UMU互动平台为例[J].教育科学(引文版),2017,(07):224-225.
[7]史静寰,叶之红,胡建华,等.走向2030:中国高等教育现代化建设之路[J].中国高教研究,2017,(05):1-14.
[8]刘献君.我国高等教育发展的主导思想及面临的主要矛盾[J].高等教育研究,2017,(01):1-7.
[9]百度.2016年中国互联网教育行业趋势报告[EB/OL].(2016-03-25)[2017-07-17].http://www.199it.com/archives/454284.html.
[10]Talking Data.2016年中国移动互联网行业发展报告[EB/OL].(2017-02-21)[2017-07-17].http://www.199it.com/archives/565557.html?url_type=39.
[11]教备网.国内“互联网+教育”发展呈现六大趋势[EB/OL].(2016-01-20)[2017-07-18].http://www.ceiea.com/html/201601/201601201532331243.shtml.
[12]顾小清,朱元锟.教育用户对技术产品的接受度研究:师生群体的差异及其相互影响[J].电化教育研究,2012,(08):21-27.
[13]刘野.互动教学内涵及实施策略[J].天津市教科院学报,2011,(03):11-13.
[14]金蕾.基于数字化平台的书装设计课程在线互动教学模式研究[J].常州信息职业技术学院学报,2014,(01):33-35.
[15]袁新瑞.计算机网络教学环境中的交互作用与运用策略研究[J].电化教育研究,2006,(02):47-51.