摘要
不同于“线上+线下”各行其是的混合式教学,“双线混融”强调的是线上与线下的“混合交融”。在实际教学中,如何打破线上与线下的分界,实现“双线混融”,始终是一个难点问题。在探究社区理论框架的指导下,“双线混融”教学可以尝试以认知临场感、社会临场感和教学临场感为抓手,围绕个体自主、区域协作和课堂融通三大教学环境,根据混合学习动态支架模型,为课程不同阶段设计和构建不同的教学模式与活动内容。始终坚持“以学为本”的核心,通过创设多样化的教学环境和内容,提升学生的学习获得感。
Unlike the hybrid teaching of“online+offline”,the“double line blending”emphasizes the“blending”of online and offline teaching.However,in actual teaching,how to break the boundary between online and offline to achieve“double line blending”has always been a difficult issue.Under the community of inquiry framework,the“double line blending”teaching can take cognitive presence,social presence,and teaching presence as the key elements.It can also try to build and design different teaching modes and activity contents for different stages of the course on the basis of the mixed learning dynamic scaffolding model,focusing on the three teaching environments of individual autonomy,community cooperation and classroom integration.With“learning-centered”as the core,diverse teaching environments and contents should be created in order to enhance students’sense of achievement in learning.
作者
陶静
TAO Jing(Foundation Department,Army Engineering University of PLA,Nanjing 211101,China)
出处
《军事高等教育研究》
2024年第1期86-92,共7页
Journal of Higher Education Research
关键词
探究社区理论框架
双线混融
教学环境
内容设计
the community of inquiry framework
double line blending
teaching environment
content design
