| 383 | 1 | 47 |
| 下载次数 | 被引频次 | 阅读次数 |
混合式教学是以学生为本位,集课堂教学与线上网络学习为有机整体的一种教学方式.以地球概论课程为例,基于合作式学习,开展了混合式教学的可行性解析,分析了混合式教学的理论基础和实施过程.实践结果表明:基于合作学习的混合式教学活跃了课堂氛围,提高了课堂评价和课堂效率,增强了小组成员的自主学习能力.
Abstract：Blended Teaching is a student-oriented teaching method that integrates classroom teaching and online teaching as an organic whole.Taking the course of Introduction to the Earth as an example,based on cooperative learning,the feasibility analysis of blended teaching is carried out,and the theoretical basis and implementation process of blended teaching are analyzed.The practical results show that the blended teaching based on cooperative learning activates the classroom atmosphere,improves classroom evaluation and classroom efficiency,and enhances the independent learning ability of group members.
[1]聂凤华,徐铁英.混合式学习用颠覆式创新推动教育革命[M].北京:机械工业出版社,2019.
[2]彭红超,姜雨晴,马珊珊.基于翻转课堂的协作学习效果实证分析——以大学生“计算机网络与应用”课程为例[J].中国远程教育,2020,(1):62-72.
[3]杨京楠.结合小组合作学习的混合式教学在高职社区护理教学中的应用[J].护理研究,2019,(33):3 953-3 955.
[4]李海艳,钱小瑞.协作探究式“翻转课堂”教学模式的研究——以大学数学初步学习阶段教学为例[J].技术与市场,2017,(4):270-271.
[5]江毅,何晓萍,万昆.翻转课堂中协作学习的效果策略研究[J].现代教育技术,2016,(3):80-86.
[6]SLETTEN S R.Investigating Flipped Learning:Student Self-regulated Learning,Perceptions,and Achievement in an Introductory Biology Course[J].Journal of Science Education and Technology,2017,26(3):347-358.
[7]管真真.基于布鲁姆认知教育目标的初中地理活动教学设计研究——以人教版七年级上册为例[D].昆明:云南师范大学,2018.
[8]LAURILAND D.Teaching as a Design Science:Building Pedagogical Patterns for Learning and Technology[M].New York & London:Routledge,2012.
[9]郑淑贞.合作学习理论的新发展——基于社会互赖的视角[J].远程教育杂志,2009,(4):29-34.
[10]SPENCER KAGAN M K.Kagan Cooperative Learning[M].San Clemente,CA:Kagan Publishing,2009.
[11]伍新春,管琳.合作学习与课堂教学[M].北京:人民教育出版社,2010.
基本信息:
DOI：10.13573/j.cnki.sjzxyxb.2021.06.008
中图分类号:P183-4;G434
引用信息:
[1]马玉改,郑树伟.基于合作学习的混合式教学设计研究与实践——以地球概论课程为例[J].石家庄学院学报,2021,23(06):54-58.DOI:10.13573/j.cnki.sjzxyxb.2021.06.008.
基金信息:
石家庄市高等教育科学研究项目(20191018); 河北省高等学校人文社会科学研究青年基金(SQ202013)
2021-11-20
2021-11-20