随着线上授课平台功能的逐渐完善,越来越多的高校采用线上线下混合式教学模式。“互联网+”课堂与经典教学模型相结合、让两种理念互为补充、相互促进,形成新的教学模式、新的教学生态,进而实现规模化教学与个性化学习相融合,提升授课...随着线上授课平台功能的逐渐完善,越来越多的高校采用线上线下混合式教学模式。“互联网+”课堂与经典教学模型相结合、让两种理念互为补充、相互促进,形成新的教学模式、新的教学生态,进而实现规模化教学与个性化学习相融合,提升授课质效成为亟待解决的问题。本文首先介绍了受众面广的线上教学平台,接着对比分析经典教学模型实施中的局限性,最后探索雨课堂与BOPPPS模型深度融合后运用于军队院校的理论教学。具体做法是探索两者结合的教学框图,把BOPPPS模型各环节核心要素划分为课前、课中、课后的三层导学策略,将混合式教学穿插其中,结合多样化的线上教学手段、打造丰富多彩的课堂氛围。With the gradual improvement of online teaching platform functions, more and more colleges and universities have adopted online and offline teaching models. With the combination of “Internet+” classroom and classical teaching model, these two concepts complement and promote each other, then form a new teaching model and teaching ecology. So, it realizes the integration of scaled teaching blends with personalized learning. How to improve the quality and efficiency of teaching has become an urgent problem to be solved. First, this paper introduces the widely available online teaching platform. Then, it compares and analyzes the limitations of the implementation of the classical teaching model. Finally, it explores the theoretical teaching of the radar countermeasures course in military universities after deeply integration of the “rain classroom” and the BOPPPS model. The specific approach is to explore the teaching flow chart of the two teaching mode. According to the core elements of BOPPPS, we can divide class into three-layer guidance model before-class, during-class, post class. Teachers can combine diversified online teaching methods, and then create a colorful classroom atmosphere.展开更多
成果导向教育(Outcome Based Education,OBE)概念作为新时期教育改革的主导理念,以学生学习成果为导向,强调培养学生的实践能力和创新素养.基于BOPPPS模型的教学设计秉承了以学生为中心的教育理念,注重教学过程中学生的参与和师生、生...成果导向教育(Outcome Based Education,OBE)概念作为新时期教育改革的主导理念,以学生学习成果为导向,强调培养学生的实践能力和创新素养.基于BOPPPS模型的教学设计秉承了以学生为中心的教育理念,注重教学过程中学生的参与和师生、生生之间的互动交流,能够很好地服务于OBE理念的贯彻实施.本研究针对食品营养课程教学中存在的一些问题,在分析食品营养课程教学目标的基础上,探讨了BOPPPS模型的内涵,并以食品营养课程为例,结合实际教学环节,系统阐述了基于OBE理念指导下BOPPPS模型在食品营养课程教学中的具体应用.实践表明,该教学模式有助于激发学生的学习兴趣,调动学生的主动性,培养学生的实践操作能力和创新思维,为提高专业课程教学质量提供有益借鉴.展开更多
以病毒性肝炎教学为例,探讨导入、目标、前测、参与式学习、后测、总结(bridge-in、objective、pre-assessment、participatory learning、post-assessment、summary,BOPPPS)模型联合案例教学法(case based learning,CBL)在本科生传染...以病毒性肝炎教学为例,探讨导入、目标、前测、参与式学习、后测、总结(bridge-in、objective、pre-assessment、participatory learning、post-assessment、summary,BOPPPS)模型联合案例教学法(case based learning,CBL)在本科生传染病教学中的作用。结果显示BOPPPS-CBL组学生的测评成绩高于讲授式教学法(lecture-based learning,LBL)组;BOPPPS-CBL组提高交流表达能力、增加学习兴趣、巩固基础理论知识、拓展课堂知识、培养临床思维能力、提高分析与总结能力、教学重点明确、提高团队协作能力的比例高于LBL组,差异有统计学意义(P<0.05)。与LBL相比,BOPPPSCBL教学法在本科医学生传染病教学中更有优势,值得深入探索与推广。展开更多
文摘随着线上授课平台功能的逐渐完善,越来越多的高校采用线上线下混合式教学模式。“互联网+”课堂与经典教学模型相结合、让两种理念互为补充、相互促进,形成新的教学模式、新的教学生态,进而实现规模化教学与个性化学习相融合,提升授课质效成为亟待解决的问题。本文首先介绍了受众面广的线上教学平台,接着对比分析经典教学模型实施中的局限性,最后探索雨课堂与BOPPPS模型深度融合后运用于军队院校的理论教学。具体做法是探索两者结合的教学框图,把BOPPPS模型各环节核心要素划分为课前、课中、课后的三层导学策略,将混合式教学穿插其中,结合多样化的线上教学手段、打造丰富多彩的课堂氛围。With the gradual improvement of online teaching platform functions, more and more colleges and universities have adopted online and offline teaching models. With the combination of “Internet+” classroom and classical teaching model, these two concepts complement and promote each other, then form a new teaching model and teaching ecology. So, it realizes the integration of scaled teaching blends with personalized learning. How to improve the quality and efficiency of teaching has become an urgent problem to be solved. First, this paper introduces the widely available online teaching platform. Then, it compares and analyzes the limitations of the implementation of the classical teaching model. Finally, it explores the theoretical teaching of the radar countermeasures course in military universities after deeply integration of the “rain classroom” and the BOPPPS model. The specific approach is to explore the teaching flow chart of the two teaching mode. According to the core elements of BOPPPS, we can divide class into three-layer guidance model before-class, during-class, post class. Teachers can combine diversified online teaching methods, and then create a colorful classroom atmosphere.
文摘成果导向教育(Outcome Based Education,OBE)概念作为新时期教育改革的主导理念,以学生学习成果为导向,强调培养学生的实践能力和创新素养.基于BOPPPS模型的教学设计秉承了以学生为中心的教育理念,注重教学过程中学生的参与和师生、生生之间的互动交流,能够很好地服务于OBE理念的贯彻实施.本研究针对食品营养课程教学中存在的一些问题,在分析食品营养课程教学目标的基础上,探讨了BOPPPS模型的内涵,并以食品营养课程为例,结合实际教学环节,系统阐述了基于OBE理念指导下BOPPPS模型在食品营养课程教学中的具体应用.实践表明,该教学模式有助于激发学生的学习兴趣,调动学生的主动性,培养学生的实践操作能力和创新思维,为提高专业课程教学质量提供有益借鉴.
文摘以病毒性肝炎教学为例,探讨导入、目标、前测、参与式学习、后测、总结(bridge-in、objective、pre-assessment、participatory learning、post-assessment、summary,BOPPPS)模型联合案例教学法(case based learning,CBL)在本科生传染病教学中的作用。结果显示BOPPPS-CBL组学生的测评成绩高于讲授式教学法(lecture-based learning,LBL)组;BOPPPS-CBL组提高交流表达能力、增加学习兴趣、巩固基础理论知识、拓展课堂知识、培养临床思维能力、提高分析与总结能力、教学重点明确、提高团队协作能力的比例高于LBL组,差异有统计学意义(P<0.05)。与LBL相比,BOPPPSCBL教学法在本科医学生传染病教学中更有优势,值得深入探索与推广。
