混合式教学广泛应用,混合式教学评价成为研究热点,早期开展的混合式教学评价存在学生内驱力不足、评价方式单一、目标达成度不高等问题。本文基于OBE教学理念研究混合式教学评价,提出以成果为导向设计的混合式教学评价体系,强调目标导...混合式教学广泛应用,混合式教学评价成为研究热点,早期开展的混合式教学评价存在学生内驱力不足、评价方式单一、目标达成度不高等问题。本文基于OBE教学理念研究混合式教学评价,提出以成果为导向设计的混合式教学评价体系,强调目标导向、线上线下、多元参与、闭环反馈的设计原则,并对比其应用实践效果,验证基于OBE理念的混合式教学评价对教学目标和人才培养培养目标的达成有较大的促进作用。Online and offline hybrid teaching method is widely used, and blended teaching evaluation has become a research hotspot, and the early blended teaching evaluation has some problems, such as insufficient students’ internal motivation, single evaluation method, and low goal achievement. Based on the OBE teaching concept, this paper studies the blended teaching evaluation, proposes a outcome-based blended teaching evaluation system, emphasizes the design principles of goal-oriented, online and offline, multiple participation, and closed-loop feedback, and compares its application and practice effects, proving that the blended teaching evaluation based on the OBE concept has a great role in promoting the achievement of teaching goals and talent training goals.展开更多
我国职业教育改革提出人人出彩,技能强国,能力本位是职业教育的核心。针对职业教育精神,本研究以学生为中心,引入OBE理念进行反向课程内容体系设计,设置课前、课中、课后环环相扣的教学环节。依据学生特点创设个性、多元评价方式,结合...我国职业教育改革提出人人出彩,技能强国,能力本位是职业教育的核心。针对职业教育精神,本研究以学生为中心,引入OBE理念进行反向课程内容体系设计,设置课前、课中、课后环环相扣的教学环节。依据学生特点创设个性、多元评价方式,结合学生动态学习表现不断改进优化教学策略。教学过程中学生学习行为、学生成绩、高阶思维能力发展、情感、认知等具有显著成效,以期为高职旅游类混合课程提升教学质量提供理论依据和实践参考。The reform of vocational education in China puts forward that the core of vocational education is that everyone is outstanding, skills are powerful and ability is based on ability. In view of the spirit of vocational education, this study takes students as the center, introduces OBE concept to reverse course content system design, and sets up interlocking teaching links before class, during class and after class. According to the characteristics of students to create individual, multiple evaluation methods, combined with dynamic learning performance of students to improve and optimize the teaching strategy. In the teaching process, students’ learning behavior, students’ performance, development of higher-order thinking ability, emotion and cognition have significant effects, so as to provide theoretical basis and practical reference for improving teaching quality of higher vocational tourism mixed courses.展开更多
文摘混合式教学广泛应用,混合式教学评价成为研究热点,早期开展的混合式教学评价存在学生内驱力不足、评价方式单一、目标达成度不高等问题。本文基于OBE教学理念研究混合式教学评价,提出以成果为导向设计的混合式教学评价体系,强调目标导向、线上线下、多元参与、闭环反馈的设计原则,并对比其应用实践效果,验证基于OBE理念的混合式教学评价对教学目标和人才培养培养目标的达成有较大的促进作用。Online and offline hybrid teaching method is widely used, and blended teaching evaluation has become a research hotspot, and the early blended teaching evaluation has some problems, such as insufficient students’ internal motivation, single evaluation method, and low goal achievement. Based on the OBE teaching concept, this paper studies the blended teaching evaluation, proposes a outcome-based blended teaching evaluation system, emphasizes the design principles of goal-oriented, online and offline, multiple participation, and closed-loop feedback, and compares its application and practice effects, proving that the blended teaching evaluation based on the OBE concept has a great role in promoting the achievement of teaching goals and talent training goals.
文摘我国职业教育改革提出人人出彩,技能强国,能力本位是职业教育的核心。针对职业教育精神,本研究以学生为中心,引入OBE理念进行反向课程内容体系设计,设置课前、课中、课后环环相扣的教学环节。依据学生特点创设个性、多元评价方式,结合学生动态学习表现不断改进优化教学策略。教学过程中学生学习行为、学生成绩、高阶思维能力发展、情感、认知等具有显著成效,以期为高职旅游类混合课程提升教学质量提供理论依据和实践参考。The reform of vocational education in China puts forward that the core of vocational education is that everyone is outstanding, skills are powerful and ability is based on ability. In view of the spirit of vocational education, this study takes students as the center, introduces OBE concept to reverse course content system design, and sets up interlocking teaching links before class, during class and after class. According to the characteristics of students to create individual, multiple evaluation methods, combined with dynamic learning performance of students to improve and optimize the teaching strategy. In the teaching process, students’ learning behavior, students’ performance, development of higher-order thinking ability, emotion and cognition have significant effects, so as to provide theoretical basis and practical reference for improving teaching quality of higher vocational tourism mixed courses.
