数据库与数据挖掘技术翻转课堂教学模式的实践
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摘要
针对数据库与数据挖掘技术的课程内容、教学条件和受众特点,引入基于网络资源和翻转课堂的混合教学模式,设计并实施数据库与数据挖掘技术课程的翻转教学,较好的实现了课前知识的自主预习,课堂教学的内化与转化,课后学习的延伸与解疑,有效地延伸了学习内容,培养了学生分析问题、解决问题、创新的能力及较高的职业素养。实践证明,翻转课堂教学模式更能促进学生的学习积极性和创造性,更能体现以学生为中心的教学思路。
In view of the content, teaching condition and student characteristics of the Database and Data Mining Technology course,this paper introduces in the mixed teaching mode based on Internet resources and the flipped classroom mode, designs and implements the suitable flipped classroom teaching process, which encourages the pre-class knowledge preparation by the students, is conducive to the internalization and transformation of the classroom content, to the extension and disambiguation of the after-class study, and to cultivating students' ability to analyze and solve problems and their competence in innovation as well as professional quality. Practice has proved that the flipped teaching mode can better promote students' learning enthusiasm and creativity and embodies the teaching methodology centered on students.
In view of the content, teaching condition and student characteristics of the Database and Data Mining Technology course,this paper introduces in the mixed teaching mode based on Internet resources and the flipped classroom mode, designs and implements the suitable flipped classroom teaching process, which encourages the pre-class knowledge preparation by the students, is conducive to the internalization and transformation of the classroom content, to the extension and disambiguation of the after-class study, and to cultivating students' ability to analyze and solve problems and their competence in innovation as well as professional quality. Practice has proved that the flipped teaching mode can better promote students' learning enthusiasm and creativity and embodies the teaching methodology centered on students.
引文
[1]易庆竑.基于MOOC的翻转课堂及其教学结构研究[J].现代教育技术,2015,25(4):94-99.
[2]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教育研究,2014,(7):108-113.
[3]曾明星,周清平,蔡国民等.基于MOOC的翻转课堂教学模式研究[J].中国电化教育,2015,(4):102-108.
[4]杨春梅.高等教育翻转课堂研究综述[J].江苏高教,2016,(1):59-62.
[5]苏仰娜,黄映玲.基于交互式实验模拟软件的翻转课堂模式设计与应用[J].中国电化教育,2015,(10):60-66.
[6]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教育研究,2014,(7):108-113.
[7]乔世坤,朱莉,董光辉.翻转课堂在Matlab仿真技术教学中的设计与实践[J].实验室研究与探索,2018,37(9):220-223.
[8]王朋娇,段婷婷,蔡宇南.基于SPOC的翻转课堂教学设计模式在开放大学中的应用研究[J].中国电化教育,2015,(12):79-86.
[9]何克抗.从“翻转课堂”的本质看“翻转课堂”在我国的未来发展[J].电化教育研究,2014,(7):5-16.
[10]任玲,夏德宏.工程流体力学“慕课+翻转课堂”教学模式[J].中国冶金教育,2015,(6):34-36.
[11]陈怡.基于混合学习的翻转课堂教学设计与应用研究[D].武汉:华中师范大学,2014.
[12]赵兴龙.翻转课堂中知识内化过程及教学模式设计[J].现代远程教育研究,2014,(2):55-61.
[13]杨玫,李瑛,李祁.计算机类课程翻转课堂应用研究[J].计算机工程与科学,2016,38(a01):120-123.
[14]伍大清,阳小华,刘志明,等.基于慕课的翻转课堂实战化教学模式构建[J].计算机教育,2015,233(5):78-80.
[15]徐曾春,胡平.开放式实验教学与创新性人才培养[J].中国大学教学,2015,(10).
[16]朱正东,张小雨,田靖轩,等.MOOC混合教学模式及其实施中出现的主要问题与对策[J].计算机教育,2017,(9):94-97.
[2]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教育研究,2014,(7):108-113.
[3]曾明星,周清平,蔡国民等.基于MOOC的翻转课堂教学模式研究[J].中国电化教育,2015,(4):102-108.
[4]杨春梅.高等教育翻转课堂研究综述[J].江苏高教,2016,(1):59-62.
[5]苏仰娜,黄映玲.基于交互式实验模拟软件的翻转课堂模式设计与应用[J].中国电化教育,2015,(10):60-66.
[6]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教育研究,2014,(7):108-113.
[7]乔世坤,朱莉,董光辉.翻转课堂在Matlab仿真技术教学中的设计与实践[J].实验室研究与探索,2018,37(9):220-223.
[8]王朋娇,段婷婷,蔡宇南.基于SPOC的翻转课堂教学设计模式在开放大学中的应用研究[J].中国电化教育,2015,(12):79-86.
[9]何克抗.从“翻转课堂”的本质看“翻转课堂”在我国的未来发展[J].电化教育研究,2014,(7):5-16.
[10]任玲,夏德宏.工程流体力学“慕课+翻转课堂”教学模式[J].中国冶金教育,2015,(6):34-36.
[11]陈怡.基于混合学习的翻转课堂教学设计与应用研究[D].武汉:华中师范大学,2014.
[12]赵兴龙.翻转课堂中知识内化过程及教学模式设计[J].现代远程教育研究,2014,(2):55-61.
[13]杨玫,李瑛,李祁.计算机类课程翻转课堂应用研究[J].计算机工程与科学,2016,38(a01):120-123.
[14]伍大清,阳小华,刘志明,等.基于慕课的翻转课堂实战化教学模式构建[J].计算机教育,2015,233(5):78-80.
[15]徐曾春,胡平.开放式实验教学与创新性人才培养[J].中国大学教学,2015,(10).
[16]朱正东,张小雨,田靖轩,等.MOOC混合教学模式及其实施中出现的主要问题与对策[J].计算机教育,2017,(9):94-97.