摘要
在分析高职教育自身特点的基础上,将混合式教学的内涵重构为教学时空拓展混合、教学手段交替混合和知识结构有机混合的结合体。它分别涵盖了在线学习与课堂学习,应用型知识传授和实践性技能培养,碎片化知识点介入学习和系统性知识结构重建等内容。同时,在新的混合式教学内涵基础上,根据课前学习、课堂应用、课后创新的逻辑主线,构建了"学—用—创"层级递进的教学实施模式以及多维度教学效果评价方式。
Based on the analysis of the characteristics of higher vocational education,the connotations of the blended-teaching method are reconstructed into the combination of the extended mixing of instruction time and space,the alternating mixing of teaching methods and the organic mixing of knowledge structure.Correspondingly,these connotations cover online learning and classroom learning,instruction of applied knowledge and cultivation of practical skills,fragmented knowledge points involved in learning and reconstruction of systematic knowledge structure.At the same time,based on the new connotations of the blended-learning method and the logical passage of pre-class learning,in-class application and after-class innovation,a progressive teaching implementation model of"learning-applying-innovating"and a multi-dimensional evaluation method of teaching effectiveness were established.
作者
邵华
SHAO Hua(Ningbo City College of Vocational Technology,Ningbo 315100,China)
出处
《高等职业教育探索》
2021年第4期55-59,67,共6页
Higher Vocational Education Exploration
基金
2019年浙江省高等教育“十三五”第二批教学改革研究项目“信息化背景下‘学—用—创’层级递进高职混合式教学模式研究”(jg20190941)。
