本文以C#课程线上线下混合式教学为例,设定课程教学目标,选取合适教学模式,依托现有线下线上课程教学资源,融入“双主体”教育思想,分线上线下两类以及各类两个阶段进行混合式教学活动设计,探索在混合式教学过程中发挥教师、学生“双主...本文以C#课程线上线下混合式教学为例,设定课程教学目标,选取合适教学模式,依托现有线下线上课程教学资源,融入“双主体”教育思想,分线上线下两类以及各类两个阶段进行混合式教学活动设计,探索在混合式教学过程中发挥教师、学生“双主体”能动性,激发学生主体在学习过程的主动性、积极性与创造性,以及发挥教师主体引导、启发、监控教学过程的主导作用,努力达成教师教授最优化与学生学习最优化,以期达到更好的教学及学习效果。This article takes the mixed online and offline teaching of C Sharp courses as an example, sets course teaching objectives, selects appropriate teaching modes, relies on existing online and offline course teaching resources, integrates the “Double Main Body” education concept, and designs mixed teaching activities in two categories and two stages of online and offline, exploring the use of the “Double Main Body” initiative of teachers and students in the mixed teaching process, stimulating the initiative, enthusiasm, and creativity of students in the learning process, and exerting the leading role of teachers in guiding, inspiring, and monitoring the teaching process, striving to achieve the optimization of teacher teaching and student learning, in order to achieve better teaching and learning effects.展开更多
Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this...Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this study, MUSIC Model of academic motivation developed by Jones （2009） was employed to conduct a survey on 214 third-year students of a police university after their Medical English course. Given five major components in the MUSIC Model derived from research and theory that are critical to student engagement in academic settings, including empowerment, usefulness, success, interest, and caring, the study reveals interesting results for considering the effectiveness of an ESP course. Some implications for instructors about how to engage students in a course have been also drawn out. It is believed to be practically helpful for those delivering ESP courses in non-English major universities in Vietnam.展开更多
文摘本文以C#课程线上线下混合式教学为例,设定课程教学目标,选取合适教学模式,依托现有线下线上课程教学资源,融入“双主体”教育思想,分线上线下两类以及各类两个阶段进行混合式教学活动设计,探索在混合式教学过程中发挥教师、学生“双主体”能动性,激发学生主体在学习过程的主动性、积极性与创造性,以及发挥教师主体引导、启发、监控教学过程的主导作用,努力达成教师教授最优化与学生学习最优化,以期达到更好的教学及学习效果。This article takes the mixed online and offline teaching of C Sharp courses as an example, sets course teaching objectives, selects appropriate teaching modes, relies on existing online and offline course teaching resources, integrates the “Double Main Body” education concept, and designs mixed teaching activities in two categories and two stages of online and offline, exploring the use of the “Double Main Body” initiative of teachers and students in the mixed teaching process, stimulating the initiative, enthusiasm, and creativity of students in the learning process, and exerting the leading role of teachers in guiding, inspiring, and monitoring the teaching process, striving to achieve the optimization of teacher teaching and student learning, in order to achieve better teaching and learning effects.
文摘Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this study, MUSIC Model of academic motivation developed by Jones （2009） was employed to conduct a survey on 214 third-year students of a police university after their Medical English course. Given five major components in the MUSIC Model derived from research and theory that are critical to student engagement in academic settings, including empowerment, usefulness, success, interest, and caring, the study reveals interesting results for considering the effectiveness of an ESP course. Some implications for instructors about how to engage students in a course have been also drawn out. It is believed to be practically helpful for those delivering ESP courses in non-English major universities in Vietnam.
