实验课程线上线下相结合的教学模式设计与实践
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摘要
基于布鲁姆教学目标分类的设计思想构建在线实验课程,以中国计量大学工科电工电子实验课为例,设计线上与线下相结合的实验教学模式,为高校工科学生寻求更有效的线上与线下学习路径,并相应构建了线上与线下的全程跟踪式的课业评价体系。教学实践表明,高质量的在线开放课程可激发学生的学习积极性,能有效地解决以往实验教学中常见的被动式学习,为学生提供了一种同步与异步、分散与集中、固定与移动、个体与协作、课内与课外相结合的互联网+教育的优质学习环境,实现学以致用的教学目标。
Based on the design idea of Bloom's teaching goal classification, the online experiment course is constructed. The online and offline experimental teaching model is designed by the example of the electrician and electronic experiment course in author's university. It seeks more effective online and offline learning path for the college engineering students,and also sets up the evaluation system of whole course tracking under the online and offline. The results of teaching practice show that high quality online open courses can stimulate students' enthusiasm for learning,effectively solve the common passive learning in previous experimental teaching,and provide students with a synchronous and asynchronous,decentralization and concentration,fixed and mobile,individual and collaboration,in class and extracurricular,Internet + education learning environment. It achieves the learn to use teaching goals.
Based on the design idea of Bloom's teaching goal classification, the online experiment course is constructed. The online and offline experimental teaching model is designed by the example of the electrician and electronic experiment course in author's university. It seeks more effective online and offline learning path for the college engineering students,and also sets up the evaluation system of whole course tracking under the online and offline. The results of teaching practice show that high quality online open courses can stimulate students' enthusiasm for learning,effectively solve the common passive learning in previous experimental teaching,and provide students with a synchronous and asynchronous,decentralization and concentration,fixed and mobile,individual and collaboration,in class and extracurricular,Internet + education learning environment. It achieves the learn to use teaching goals.
引文
[1]吴霞.工科基础实验课考试“全程化”探索[J].高等工程教育研究,2017(2):189-193.
[2](美)B﹒S布鲁姆等编.教育目标分类学[M].上海:华东师范大学出版社,1986.
[3]陈根芳.聚焦课程抓特色推动共享重创新-探索打造浙江线上大学[J].中国大学教学,2018(1):25-27.
[4]张文兰.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016(10):42-43.
[5]吴霞.工科基础实验课“递进式”教学模式的设计与实施[J].中国大学教学,2017(2):182-185.
[6]吴霞.“电路与电子技术实验”多样性教学模式探索与实践[J].实验室研究与探索,2016,35(6):194-197.
[7]牟蕾,张军,万校朋.发挥在线开放课程效能推动“以学生为中心”的教学模式改革[J].中国大学教学,2017(6):54-55.
[8]李鸣.,MOOC在实验教学改革中应用[J].实验室研究与探索,2016,35(9):204-208.
[9]石景龙,张振国.微视频资源的翻转课堂在电子设计选修课的实践[J].实验室研究与探索,2016,35(11):221-223.
[10]冯雪松,于青青,李晓明.在实践中探索MOOC评价体系[J].中国大学教学,2015(10):76-77.
[11]王梦令,梅汝焕.在线课程和现场实验相结合提高学生的综合能力[J].实验室研究与探索,2017,36(5):174-177.
[12]刘华.在线课程融入高校课程教学模式系统:障碍及其突破[J].高等教育研究,2016(5):68-69.
[13]吴曙光.在线开放课程的审视与反思[J].成人教育,2017(1):35-38.
[14]赵宏,张亨国.中国MOOCs学习评价调查研究[J].中国电化教育,2017(9):53-60.
[15]俞跃,赵玉阁.移动互联网环境下“混合式学习”方式研究[J].高等工程教育研究,2017(4):187-191.
[2](美)B﹒S布鲁姆等编.教育目标分类学[M].上海:华东师范大学出版社,1986.
[3]陈根芳.聚焦课程抓特色推动共享重创新-探索打造浙江线上大学[J].中国大学教学,2018(1):25-27.
[4]张文兰.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016(10):42-43.
[5]吴霞.工科基础实验课“递进式”教学模式的设计与实施[J].中国大学教学,2017(2):182-185.
[6]吴霞.“电路与电子技术实验”多样性教学模式探索与实践[J].实验室研究与探索,2016,35(6):194-197.
[7]牟蕾,张军,万校朋.发挥在线开放课程效能推动“以学生为中心”的教学模式改革[J].中国大学教学,2017(6):54-55.
[8]李鸣.,MOOC在实验教学改革中应用[J].实验室研究与探索,2016,35(9):204-208.
[9]石景龙,张振国.微视频资源的翻转课堂在电子设计选修课的实践[J].实验室研究与探索,2016,35(11):221-223.
[10]冯雪松,于青青,李晓明.在实践中探索MOOC评价体系[J].中国大学教学,2015(10):76-77.
[11]王梦令,梅汝焕.在线课程和现场实验相结合提高学生的综合能力[J].实验室研究与探索,2017,36(5):174-177.
[12]刘华.在线课程融入高校课程教学模式系统:障碍及其突破[J].高等教育研究,2016(5):68-69.
[13]吴曙光.在线开放课程的审视与反思[J].成人教育,2017(1):35-38.
[14]赵宏,张亨国.中国MOOCs学习评价调查研究[J].中国电化教育,2017(9):53-60.
[15]俞跃,赵玉阁.移动互联网环境下“混合式学习”方式研究[J].高等工程教育研究,2017(4):187-191.