Based on "MOOC + SPOC + Flipped Classroom", a particular blending teaching pattern adapting to MOOC teaching is proposed to strengthen software engineering students' abilities to study themselves and pra...Based on "MOOC + SPOC + Flipped Classroom", a particular blending teaching pattern adapting to MOOC teaching is proposed to strengthen software engineering students' abilities to study themselves and practice innovatively. Firstly, the process of MOOC development in China is introduced. The distinguishing feature and effect of MOOC teaching are analyzed, followed by the comparison with traditional class. The online Plus offline blending teaching pattern is the combination of online self-study on MOOC before class, seminar study of flipped classroom in class and the summary after class. With the demonstration of a typical case, a progressive strategy is given to implement blending teaching. Finally, the blending teaching pattern is assessed from multiple perspectives, of which both advantages and disadvantages are dissected. Through primary exploration, introducing online study and flipped classroom, blending teaching plays a positive role in software engineering teaching, which means traditional teaching pattern is changed. Meanwhile, students' innovative consciousness and practical ability are inspired. Nevertheless, new problems arise, so that intensive practice and improvement are necessary.展开更多
在近年细胞生物学线上线下混合式教学(online plus offline blending teaching,OPOBT)中,部分师生存在抵触情绪、使用不当等现象,影响了教学质量,结合传统教学范式、前人成果和教学实践,以“细胞死亡”教学内容设计为例,总结提高线上线...在近年细胞生物学线上线下混合式教学(online plus offline blending teaching,OPOBT)中,部分师生存在抵触情绪、使用不当等现象,影响了教学质量,结合传统教学范式、前人成果和教学实践,以“细胞死亡”教学内容设计为例,总结提高线上线下混合式教学质量的路径:理性认识和接受线上线下混合式教学;在传统教学范式指引下,开展对学生和教学内容学情分析,制定相应的培养计划,合理重构教学内容;深化和细化教学内容,设计和优化教学模式;持续发展过程性、多元化评价体系,才能有效加强师生互动、激发学生学习兴趣、培养学生创业创新思维与能力。展开更多
基金supported by 2016 Shandong province undergraduate universities teaching reform research project:Exploration and practice of teaching reform and innovation mode of higher education based on MOOC (No.B2016Z018),Research and application of blended teaching mode based on MOOC+SPOCs+ flipped classroom(No.B2016Z020)teaching research project of 2016 Postgraduate Education Innovation Project in Shandong Province:Study on multidimensional education quality evaluation system for professional degree graduate students (SDYZ1603),research project of higher computer education:"Study of Staged Practice Education and Innovation Ability Development"(ER2016009),the Chinese National Supervisory Committee for the Education of Master of Engineering under Grant(No.2016-ZDn-6),Shandong Provincial Department of Education under Grant(No.SDYY14003) and teaching research project of Harbin Institute of Technology at Weihai (BK201602) as well
文摘Based on "MOOC + SPOC + Flipped Classroom", a particular blending teaching pattern adapting to MOOC teaching is proposed to strengthen software engineering students' abilities to study themselves and practice innovatively. Firstly, the process of MOOC development in China is introduced. The distinguishing feature and effect of MOOC teaching are analyzed, followed by the comparison with traditional class. The online Plus offline blending teaching pattern is the combination of online self-study on MOOC before class, seminar study of flipped classroom in class and the summary after class. With the demonstration of a typical case, a progressive strategy is given to implement blending teaching. Finally, the blending teaching pattern is assessed from multiple perspectives, of which both advantages and disadvantages are dissected. Through primary exploration, introducing online study and flipped classroom, blending teaching plays a positive role in software engineering teaching, which means traditional teaching pattern is changed. Meanwhile, students' innovative consciousness and practical ability are inspired. Nevertheless, new problems arise, so that intensive practice and improvement are necessary.
文摘在近年细胞生物学线上线下混合式教学(online plus offline blending teaching,OPOBT)中,部分师生存在抵触情绪、使用不当等现象,影响了教学质量,结合传统教学范式、前人成果和教学实践,以“细胞死亡”教学内容设计为例,总结提高线上线下混合式教学质量的路径:理性认识和接受线上线下混合式教学;在传统教学范式指引下,开展对学生和教学内容学情分析,制定相应的培养计划,合理重构教学内容;深化和细化教学内容,设计和优化教学模式;持续发展过程性、多元化评价体系,才能有效加强师生互动、激发学生学习兴趣、培养学生创业创新思维与能力。
