摘要
融合了面授教学和在线教学优势的混合教学模式逐渐与具体学科课程结合起来,已有研究大多忽视了具体课程的学情基础。文章结合《物流组织与运输》课程,从教育理念、课程体验、教学资源、教学评价等四个方面设计了结构化学情分析调查问卷。调查结果表明,手机成为学生最重要的学习工具,丰富的教学资源成为混合课程的最大优势,视觉疲劳和注意力分散是混合课程需要解决的最大挑战。因此,混合课程需要重视学情分析,结合教学任务依学定教,以教促学进行教学变革。
The online and offline mixed teaching mode, which integrates the advantages of face-to-face teaching and online teaching, is gradually applied to specific subject courses, without the basic leaning situation analysis. Taking the example of transportation organization and management, this paper designed a structural questionnaire for learning situation analysis from four aspects:educational concept, curriculum experience, teaching resources and teaching evaluation. The survey results showed that mobile phone became the most important learning tool for students, and rich teaching resources became the biggest advantage of mixed courses. At the same time, visual fatigue and distraction were the biggest challenges to be solved in mixed courses. Therefore, the mixed teaching mode needs to pay more attention to learning situation analysis.
作者
刘哲
宋庆波
LIU Zhe;SONG Qingbo(School of Management,Henan University of Technology,Zhengzhou 450001,China)
出处
《物流科技》
2022年第13期164-167,共4页
Logistics Sci-Tech
基金
国家社科基金项目“我国工业软件自主创新生态系统及协同机制构建研究”(21BGL052)
郑州市科技协同创新专项项目“建设郑州制造业重点产业创新生态策略研究”(21ZZXTCX27)
河南工业大学管理学院项目“‘三全育人’背景下的工商管理类核心课程教学改革研究”(GLXY2020YB06)
河南工业大学国际学院项目“‘三全育人’背景下的商业管理概论课程教学改革研究”(GJXY202202)。
关键词
混合教学
学情分析
课程设计
mixed teaching mode
learning situation analysis
curriculum design
