摘要
在新兴“互联网+”时代,各类教学新技术新方法层出不穷。为大力贯彻三教改革,常州纺院在Python课程教学中探索实践了“SPOC+对分课堂”混合教学模式。考虑到高职学生的特点,结合两种教学模式的优点,按照“课前、课中、课后”三大模块,把Python课程的内容进行了重新梳理,把教学项目的设计分为讲授-吸收-温习-讨论-讲授五个环节,其中课前环节采取线上SPOC、课中环节采用对分课堂形式。实践证明,“SPOC+对分课堂”混合教学模式,既发挥了传统课堂的优势,又能让学生在老师的合理引导下发挥主观能动性,使学生能更加充分地参与到课堂互动,教学双方达到了动态平衡,得到了学生的好评,在高职学生的Python课程教学中取得了良好的效果。
In the emerging"Internet+"era,various teaching technologies and new methods emerge in an endless stream.In order to implement vigorously the reform of the three teachings,Changzhou Textile Institute has explored and practiced the"SPOC+PAD classroom"blended teaching mode in the teaching of Python courses.Considering the characteristics of vocational students,combined with the advantages of the two teaching modes,according to the three modules of"before class,during class and after class",The design of the teaching project is divided into five links:Presentation,Assimilation,Review,Discussion,Presentation.Among them,the SPOC is adopted in the pre-class,and the PAD classroom format is adopted in the in-class.Practice has proved that the blended teaching mode of"SPOC+PAD classroom"not only gives full play to the advantages of traditional classrooms,but also enables the students to exert their subjective initiative under the reasonable guidance of teachers,so that students can more fully participate in classroom interaction,and both teaching and dynamic balance has been well received by students,and has achieved the good results in the teaching of Python courses for vocational students.
作者
胡宇刚
廖定安
HU Yugang;LIAO Dingan(Changzhou Vocational Institute of Textile and Garment,Changzhou 213164)
出处
《办公自动化》
2022年第24期37-40,共4页
Office Informatization
基金
常州纺织服装职业技术学院教育教学、人文社科类学术科研项目“高职学生移动学习行为与移动教育研究”(编号RJZ201404)阶段性成果之一。
