摘要
[目的 /意义]构建基于MOOC的混合式信息素养教学模式,希望改变目前高校信息素养课程课时不足、师资缺乏、师生课下交流不充分的现状,提高信息素养课程的教学质量。[方法 /过程]在混合式教学基本原理的基础上,概括出教学内容、教学时间、教学方式和学习评价4个维度进行混合式信息素养教学模式的构建,并通过成绩分析、问卷调查和访谈的方法了解该模式的教学效果。[结果/结论]在分析信息素养MOOC课程和传统课程融合的可能性和必要性的前提下,构建MOOC信息素养课程和课堂教学相结合的混合式信息素养教学模式,从实证的角度对混合式信息素养教学模式进行调研和统计分析,发现该教学模式得到了学生的高度认可,适合于高校信息素养教育。
[ Purpose/significance ] The paper designs the blending learning model of information literacy, hoping to solve the dilemma of class hour shortage, lack of teachers and insufficient communication, thus to improve the quality of the information literacy curriculum. [ Method/process] On the basis of basic principle of the blending learning model, the paper designs the blending learning model of information literacy from four dimensions including teaching content, teaching time, teaching method and teaching evaluation, and analyzes the teaching effect through score analysis, questionnaire survey and interview. [ Result/conclusion] The paper analyzes the feasibility and the necessity of the traditional information literacy curriculum with MOOC, and puts forward the blending learning model. Then, the paper designs the blending learning model of information literacy from four dimensions. The results showed that the blending learning model was highly recognized by the students, and the blending learning model is suitable for information literacy instruction.
出处
《图书情报工作》
CSSCI
北大核心
2015年第14期85-89,共5页
Library and Information Service
基金
CALIS全国农学文献信息中心研究项目"高校信息素养课程HMOOCs实证研究"(项目编号:2015015)
教育部教育管理信息中心项目"不同学科背景下基于MOOC学习有效性的分析研究"(项目编号:eijyb2015-040)研究成果之一
关键词
MOOC
信息素养课程
课堂教学
混合式教学模式
效果分析
MOOC information literacy curriculum classroom teaching blending learning model effect analysis