摘要
基于"学习通平台"APP建立网上课程,运用MOOC理念,以智能手机为载体,实现传统课堂教学功能的部分翻转。基于专业认证构建学生学什么、为何学、怎么学课程教案,建立读书报告、探究式学习、目标案例、作业、线上预习、课堂讨论等多位一体知识内化模式,以成果为导向,建立学得怎样课程考核体系,基于学生学习自觉性的差异,激励与强制措施相结合,激发学生学习热情。学生累计平均成绩、课程过程成绩、期末考试成绩统计分析表明,实现了成绩密度函数分布曲线-皮尔逊Ⅲ曲线的左偏态,偏态系数由0.35提高至1.22。表明通过课程教学实践缩小了学生成绩的差异性,使学习成绩较差者得到提高。
Imitating the MOOC concept,the app "Learning Through"also establishes online courses. In this course,the traditional classroom teaching functions are partly reversed by smart phones. A multi-integrated knowledge internalization model,including reading report,inquiry learning,target case,homework,online preview,classroom discussion,is established based on professional certification,which makes students understand what,why and how to learn. Guided by the results,a course assessment system is established based on students’ learning consciousness, which also combines incentives and compulsory measures to stimulate students’ enthusiasm for learning. Statistical results of cumulative average scores,course process scores and final examination scores are in line with the distribution curve of score density function -- the left skewness of Pearson Ⅲ curve,with skewness coefficient increasing from 0.35 to 1.22. It means that the teaching practice greatly reduces the difference of students’ scores,and improves scores of the students with poor academic performance.
作者
钟新谷
ZHONG Xingu;ZHAO Chao(School of Civil Engineering,Hunan University of Science and Technology,Xiangtan 411201,China)
出处
《当代教育理论与实践》
2020年第1期58-62,共5页
Theory and Practice of Contemporary Education
基金
财政部、教育部质量工程“地方院校土木工程人才培养模式创新区”(教育部、财政部教高函[2009]27号)
关键词
MOOC理念
专业认证
智能手机
知识内化模式
成绩密度函数
MOOC concept
professional certification
smart phone
model of knowledge internalization
score density function
