双线混融教学的理念与框架——以高职“建筑工程计量与计价”为例

A Case Study of the Concept and Framework of Dual-line Blended Teaching in Higher Vocational Education

新兴技术与教育的深度融合,为革新教学形式提供重要驱动力,但现有教学中技术素养不足等问题尚待解决,而双线混融教学有望为提升师生技术素养、创新教学形式带来新的启示。在理论层面,首先界定了双线混融教学的概念,并将新型建构主义理论、具身认知理论、心流理论作为指引,以此明确双线混融教学设计原则,包括技术统摄和融通共生两方面。在实践层面,以高职《建筑工程计量与计价》课程为示例,遵循“课前-课中-课后纵向衔接、线上-线下横向融通、虚拟-现实无缝切换”的“三向联动”课程路径,从“课前云端漫游、唤醒主体意识;课中人机交互、助力具身探究;课后虚实共生、拓展认知边界”三阶段构建双线混融教学设计框架,实现专业教学与智慧育人的同向同行。

The deep integration of emerging technologies and education provides an important driving force for innovative teaching forms,but the problems of insufficient technological literacy in the existing teaching and learning have yet to be solved,and the dual-line blended teaching is expected to bring new insights for improving the technological literacy of teachers and students and innovating the form of teaching and learning.Theoretical level:the concept of dual-line blended teaching is defined,and the new constructivist theory,embodied cognition theory,and mind-flow theory are used as guidelines to clarify the design principles of dual-line blended teaching,including the two aspects of technological unification(virtual reality technology,digital twin technology,data analytic technology,and 5G technology)and integration and symbiosis.Practical level:taking the Course of Construction Engineering Measurement and Valuation in Vocational Education as an example,following the"three-way linkage"course path of"vertical connection before,during and after class,horizontal integration of online and offline,and seamless switching of virtual reality",we started from the"cloud roaming before class"to the three-stage construction of the dual-line hybrid teaching design framework:"cloud roaming awakens the consciousness of the main body before class,human-computer interaction facilitates in-person exploration during class,virtual-reality symbiosis expands cognitive boundaries after class",so as to achieve the same direction of professional teaching and intlligent parenting.