摘要
在全国高校教学改革的浪潮中,针对"微时代"下大学生注意力持久度下降的特点,将微课融入本校VFP课程的研究性教学,形成了三位一体的TPA阶梯式教学模式。它结合本课程的教学要求和教学目的,设计了三大模块,并运用过程化的考核体系,有效地激发了学生学习的主动性、积极性,培养了学生自主学习、独立创新的能力,在提高学生的综合能力和综合素质方面取得了良好的效果。
In the tide of the national university teaching reform, the article integrated micro-lecture into the research teaching of VFP course in our school aimed at the decrease of the persistent of college students in the"micro age", and formed three-dimensional TPA Ladder Teaching Model. It not only designed three modules, but also designed procedural examination system in conjunction with the teaching requirements and teaching purposes. So that, this model inspired the students' learning initiative and enthusiasm effectively, cultivated the students' ability of autonomous learning and independent innovation, and achieved good results in improving students' comprehensive ability and comprehensive quality.
出处
《电脑知识与技术（过刊）》
2017年第8X期128-129,146,共3页
Computer Knowledge and Technology
基金
教育部高等学校文科计算机基础教指委"地方综合性大学计算思维与大学计算机课程改革与教材建设"(项目编号:2014-A096)
扬州大学教改课题"基于微课的混合式学习研究"(项目编号:2015-JGYB15003)
