BOPPPS模型在公共理论课教学中的应用

Application of BOPPPS Mode in Public Theory Courses of Local Universities

选取某高校大学三年级两个班级共90人,对一个班级学生进行BOPPPS教学模式(实验组),另一班级学生接受传统的教学模式(对照组),探究不同教学模式对大学生主动学习、喜爱学习、有效学习及知识保有量的影响,并根据课堂观察记录表对积极学习现象和消极学习现象进行对比。结果发现,BOPPPS模型在一定程度上能够提升学生课堂学习参与度。

This study chooses a total of 90 undergraduate students from two classes for object of study..BOPPPS teaching mode is applied to one class（experimental group）, while the other class students only accepted the traditional teaching mode（control group）. To explore the influence of different teaching modes on college students＇ active learning, love learning, effective learning and knowledge retention, and compare the positive learning phenomenon and the passive learning phenomenon according to the classroom observation record table.It shows that BOPPPS teaching model can effectively improve classroom efficiency, enhance the students ＇ initiative learning, love learning, effective learning ability, and understanding quality of learning. To a certain extent,the BOPPPS model can improve the students＇ learning input in class, and can be popularized in the teaching activities of the theory class.