基于探究社区理论的“女装设计”课程混合式教学研究

Research on blended teaching of“Women’s Clothing Design”course based on community of inquiry theory

探究社区理论为混合式教学研究提供了特定的视角、方法和工具,其核心维度包括教学存在、认知存在和社会存在。教学存在包括教学设计与管理、直接指导与促进对话3个子类型,认知存在涉及触发事件、探究、整合与解决4个阶段,社会存在包括情感表达、开放交流和小组凝聚力3个子维度。基于探究社区的维度、要素和指标,针对“女装设计”混合式教学实践,文章阐述了教学存在提升策略:教师脚手架支撑角色定位,教学活动明晰化与结构化,时间控制与全程教学支持;认知存在提升策略:设计面向真实世界的教学任务,规划阶段任务要求与学习活动;社会存在提升策略:做细项目团队组织与建设,营造和谐友善的交流环境,并进行相应的教学设计。

Community of inquiry theory provides specific perspectives,methods and tools for blended learning research,with core dimensions including teaching presence,cognitive presence and social presence.Teaching presence includes three sub types:teaching design and management,direct guidance and promotion of dialogue.Cognitive presence involves four stages:triggering events,inquiry,integration and solution.Social presence includes three sub dimensions:emotional expression,open communication and group cohesion.Based on the dimensions,elements,and indicators of the community of inquiry,and in response to the blended teaching practice of“Women’s Clothing Design”,this paper elaborates on teaching presence improvement strategies:teacher scaffolding supporting role positioning,teaching activities clarifying and structuring,time control and full process teaching support;strategies for improving cognitive presence:designing real-world oriented teaching tasks,planning stage task requirements and learning activities;strategies for enhancing social presence:we have organized and built a detailed project team,created a harmonious and friendly communication environment,and implemented corresponding teaching designs.