摘要
文章要求教师采用一套六阶段即BOPPPS有效教学设计与策略,在相互支持的小组中进行3次迷你教学,并辅以口头反馈、书面反馈、录像反馈等方式进行分析,探究高校教师教学能力的发展。研究表明,基于ISW的BOPPPS有效教学设计与策略对高校教师教学能力提升有显著的作用。
Teachers are required to adopt a set of six-stage effective instructional design and strategies,and conduct three mini-teaching sessions in mutually supportive groups,supplemented by oral feedback,written feedback and video feedback,in order to explore the development of teaching ability of college teachers.The research shows that the effective teaching design and strategy of BOPPPS based on ISW plays a significant role in improving the teaching ability of college teachers.
作者
徐时芳
潘春燕
陈先国
XU Shi-fang;PAN Chun-yan;CHEN Xian-guo(Qiannan Normal University for Nationalities,Duyun,Guizhou 558000,China;Yonghe Central Full Primary School,Weng'an,Guizhou 550400,China)
出处
《教育教学论坛》
2020年第52期32-33,共2页
Education And Teaching Forum
基金
2019年贵州省社科联合基金项目“基于ISW的BOPPPS教学模式助力教师‘金课’打造应用研究”(LHKT2019YB20)
2018年黔南师院校级科研项目“民族地区中小学STEM教育课例设计研究”(qnsy2018018)
2018年黔南州教育科学规划课题“基于STEM教育理念的小学课程体系重构研究”(2018A041)。
