深度学习视域下混合式教学的设计与应用效果——以“病理生理学”课程为例

The Design and Application Effect of Blended Teaching from the Perspective of Deep Learning——Take the “Pathophysiology” Course for Example

为改变课堂教学困境,文章聚焦于深度学习问题,以“病理生理学”课程为例,对以促进学生深度学习为目的的混合式教学设计及其应用效果进行研究。首先,文章设计了促进学生深度学习的混合式教学与无系统设计的混合式教学,并设计了促进学生深度学习的混合式教学流程,收集了相关数据。之后,文章根据数据统计结果进行对比分析,发现促进学生深度学习的混合式教学能够有效促进教师深度地教、学生深度地学,并在提高学生知识掌握程度、能力提升程度和满意度三个方面均优于无系统设计的混合式教学。在此基础上,文章总结了深度混合式教学的研究启示,以期通过深度混合式教学,能更有效地促进课堂教学的系统性变革。

In order to change the classroom teaching dilemma, this paper focused on the deep learning problem, and studied the blended teaching design with the purpose of promoting students’ deep learning and its application effect by taking the “Pathophysiology” course for example. Firstly, this paper designed the blended teaching to promote students’ deep learning and blended teaching without systematic design, further devised the blended teaching process to promote students’ deep learning, and collected relevant data. After that, this paper conducted a comparative analysis according to the statistical results of the data. It was found that the blended teaching to promote students’ deep learning can effectively promote teachers’ deep teaching and students’ deep learning. Meanwhile, it was superior to blended teaching without systematic design in the aspects of improving students’ knowledge mastery degree, ability improvement degree and satisfaction degree. On this basis, the paper summarized the research implications of deep blended teaching, which was expected to promote the systematic reform of classroom teaching through deep blended teaching.