基于“ASCR”模型的线上教学模式探索——以2019级新能源班课程为例

Exploring the Online Teaching Mode Based on the“ASCR”Model under the Epidemic Situation--Taking the New Energy Class of 2019 as an Example

随着“互联网+教育”的快速发展为网络教学的实现提供了技术手段,“线上教学”的方式逐渐成为主流。“线上教学”具有学习资源丰富、不受时间地点影响的优点,可以很好地满足疫情期间的学习需求。本文基于“ARCS”学习动机模型,进行了线上教学模式的分析,重点设计了具体的线上教学过程,促进了新时代多元化教学方式的实现,解决了“停课不停学”的问题。对新能源2019级学生的问卷调查的方式对教学效果进行评价,结果显示86.65%的学生对疫情期间“线上教学”学习意愿较为强烈,但部分学生认为自身存在“自制力差无法全程学习”等问题,为“线上教学”模式的完善提供了依据。

With the rapid development of "Internet+ education", it provides technical means for the realization of network teaching, and "online teaching" has gradually become the mainstream. At the same time, "online teaching" has the advantages of rich learning resources and not affected by time and place, which can well meet the learning needs during the epidemic period. Based on the "ARCS" motivation model, this paper analyzes the online teaching mode, focuses on the design of specific online teaching process, promotes the realization of diversified teaching methods in the new era, and solves the problem of "no suspension of classes". The teaching effect was evaluated by questionnaire survey on the students of grade 2019 of new energy. The results showed that 86.65% of the students had strong learning intention of "online teaching", but some students thought that there were some problems in online teaching, such as "poor self-control, unable to learn in the whole process", which provided the basis for the improvement of "online teaching" mode.