摘要
在微课教学中,往往存在学习者的知识有效接受率比较低、缺乏临场感和互动等问题。以ADDIE模型为基础,利用Light Board的正面授课、流畅板书、课件悬浮显示、手势交互等功能,结合“问题解决”的一般程序,提出了Light Board赋能的问题解决式微课的设计模式。该模型包括分析、设计、发展、实施、评估等五个阶段,并在设计阶段的情境创设、提出问题、分析问题、知识总结等环节引入Light Board为其赋能。以“物流成本管理”课程的“物流效益背反理论”为例,将微课设计模型应用于教学实践。研究表明,基于Light Board与“问题解决”设计的微课能够更形象、更多样化、更系统地呈现出知识架构,进而改善学生的注意情况与学习表现,显著提升他们的沉浸感以及师生的互动性,促进他们对知识点的理解和对知识体系的建构。
In Micro-course teaching, there are often problems such as learners’ low effective acceptance rate of knowledge, lack of sense of presence and interaction. Based on ADDIE model, this paper puts forward the design mode of micro course of problem solving assisted with light board by using the functions of light board such as front teaching, smooth blackboard writing, courseware floating display, gesture interaction, and combining the general program of "problem solving". The model includes five stages: analysis, design, development, implementation and evaluation. In the design stage, Light Board is introduced to enable the model in the context creation, question raising, problem analysis and knowledge summary. Then the article takes the "logistics benefit counter theory" of the "logistics cost management" course as an example to apply the micro course design model to teaching practice. Research shows that micro courses designed on the basis of Light Board and "problem solving" can present a more visual, diversified and systematic knowledge structure, thereby improving students’ attention and learning performance, significantly enhancing their immersion and teacher-student interaction, and promoting their understanding of knowledge points and the construction of knowledge system.
作者
王慧颖
田磊
WANG Hui-ying;TIAN Lei(School of Management,Dengyun College of Science and Technology,Suzhou 215300,China)
出处
《南方职业教育学刊》
2022年第5期52-61,共10页
Journal of Southern Vocational Education
基金
全国高校、职业院校物流教改教研课题(JZW2022288)。
