高职混合式教学课程质量驱动因素与实施路径——基于在温高职院校实证分析

Driving Factors and Implementation Path of Blending Learning Curriculum Quality in Higher Vocational Colleges——Based on the Empirical Analysis of Higher Vocational Colleges in Wenzhou

文章通过问卷调查与实证分析的方法,研究了高职院校混合式教学课程质量的驱动因素。结果表明:课程性质、课程容量及教师教龄均是影响混合式教学质量的潜在因素;教学评价是驱动课程质量的最显著因素,其余依次为教学过程、教学资源、教学环境。此外,该文又针对当前高职院校混合式教学现状及存在的问题进行了探讨,提出了科学化、合理化的建议。

Through questionnaire survey and empirical analysis, this paper studies the driving factors of blending learning curriculum quality in higher vocational colleges. The results show that the nature of the curriculum, the capacity of the curriculum and teacher’s teaching experience are all potential factors affecting the quality of blending learning;teaching evaluation is the most significant factor driving curriculum quality, and the rest in turn are teaching process, teaching resources and teaching environment. In addition, the paper also discusses the current situation and problems of blending learning in higher vocational colleges, and puts forward scientific and reasonable suggestions.