摘要
本文以作者实施基于SPOC的大学物理课程混合式教学5年的教学实践以及部分研究结论为载体,以教学模式实践者的身份,通过探讨慕课、微课、翻转课堂、混合式教学的基本特征,分析大学物理课程教学3种可能的教学目标定位,构建了"在线学习+课堂讨论+实践环节"的"互联网+教学"模式,提出了各学习单元3个环节的设计要素和讨论题目设计时应关注的7类问题。本文还以自主研发的"基于WiFi的课堂互动系统"应用为例,介绍了教育技术在课程混合式教学设计中的应用案例和教学效果。希望对刚刚起步或有意愿开展基于SPOC的混合式教学的老师们有一定的参考价值和借鉴作用。
Based on our teaching practice and some research conclusions on blended learning of SPOC model for five years,we discussed the basic characteristics of the MOOC,the micro course,the flipping class and the mixed teaching and analyzed 3 kinds of possible teaching objectives.The ＂Internet ＋ Teaching＂model of ＂online learning,classroom discussion and practice link＂were constructed.The design elements of the 3 links of each learning unit and 7 problems that should be paid attention to in designing the topic were put forward.In the paper,we also introduce the application of the ＂WiFi based classroom interaction system＂,which is independently developed,and introduce the application cases and teaching effects of educational technology in the mixed teaching design of curriculum.We hope that the work will be helpful and reference for teachers who have just started or are willing to carry out their work on blended learning of SPOC.
作者
王祖源
张睿
顾牡
张志华
WANG Zuyuan;ZHANG Rui;GU Mu;ZHANG Zhihua(College of Physical Sciences and Engineering,Tongji University,Shanghai 20009)
出处
《物理与工程》
2018年第4期3-19,共17页
Physics and Engineering
基金
上海市高校本科重点教学改革项目"‘互联网+’背景下的大学物理课程建设与实践"
上海市哲学社会科学规划教育学重点项目"技术支持学习环境下对学习者学习成效影响研究"(批准号:A610)
关键词
慕课
翻转课堂
混合式教学
教学设计
MOOC
flipped classroom
blended learning
instruction design
