摘要
本科实验教学中采取翻转课堂教学法,能提高学生的参与度,实现个性化教学。课程整体教学设计建立在ARCS动机模型上,以兴趣为驱动,保持学生积极性;课前任务利用问题为导向,引导学生自主学习;课堂活动分别在学生个性化学习、分组交流基础上及时反馈,提高学生的满足感;课后评价侧重学生学习努力程度而非正确性,帮助学生树立正确的学习观。在通信工程专业"卓越工程师"试点班级的数字电子技术实验课程的实践发现,学生对知识的理解和掌握较传统教学有了大幅提高,翻转课堂教学法更能培养学生的自主学习能力和实践创新能力。
Flipped classroom in bachelor experimental curriculum is more effective to promote degree of participation and individualization education than traditional education. The total teaching design is based on ARCS motivation model. It can hold enthusiasm of students. Before-class tasks guide them to self-study by problem-based direction. Classroom teaching bases on individual learning and panel discussion. It pays more attention on feedback immediately to primitive students＇ satisfaction. After-class assessment focuses on effort level,is not accuracy. That can help students to establish correct learning view. The flipped classroom practice research bases on the digital circuit experiments in communication engineering which is the MOE Outstanding Engineers experimental program. This education method can grow significantly students＇ knowledge comprehension ability and mastery. Flipped classroom teaching method can foster students＇ self-study ability and innovative ability in practice.
出处
《实验室研究与探索》
CAS
北大核心
2016年第4期201-204,227,共5页
Research and Exploration In Laboratory
基金
2014年度江苏省研究生教育教学改革研究与实践课题(2014JGLX14-29号)
江苏高校品牌专业建设工程一期项目(PPZY2015B141)
河海大学高等教育科学研究2015年度立项课题(20151212)
河海大学第一期"翻转课堂"立项实践项目(河海教务〔2014〕56号)
