摘要
BOPPPS教学设计模式起源于加拿大与美国,近些年传入了中国。"教学共同体"是一个实践共同体,共同体关注教育教学的实践问题。基于共同体平台,教师可互相学习、研究,有利于改进教师教学行为。本文就基于多学科交叉的"BOPPPS教学共同体"构建进行了研究与实践,结果显示"BOPPPS教学共同体"构建既增加了学生的兴趣,提高了学生的学习效果,又促进了不同学科的教师之间相互学习、研究,提高了教师的业务能力和教学水平。
The teaching design mode of BOPPPS originated in Canada and the United States.In recent years,BOPPPS has been introduced into China.“Teaching community”is a practical community,and pays attention to the practical problems of education and teaching.Based on the community platform,teachers can learn and study each other,which is conducive to improving teachers’teaching behavior.This article studies and practices the construction of“BOPPPS teaching community”based on interdisciplinary.The results show that the construction of“BOPPPS teaching community”not only increases students’interest,and improves students’academic performance,but also promotes teachers’mutual learning and research in different disciplines,and improves teachers’professional ability and teaching level.
作者
赵志纯
张世超
李硕
邓洋洋
张喜彬
孙鑫
杜晓峰
于青华
ZHAO Zhichun;ZHANG Shichao;LI Shuo;DENG Yangyang;ZHANG Xibin;SUN Xin;DU Xiaofeng;YU Qinghua(Teacher Teaching Development Center,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;Academy of Traditional Chinese Medicine Literature,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;College of Traditional Chinese Medicine,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;School of Marxism,Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China;Library of Liaoning University of Traditional Chinese Medicine,Liaoning Province,Shenyang 110847,China)
出处
《中国中医药现代远程教育》
2020年第24期29-31,共3页
Chinese Medicine Modern Distance Education of China
