按照理工类本科大学物理课程特点,结合智慧教学的主要特征,本文阐述了如何从课前、课中、课后三个角度开展课程智慧教学设计和数据使用设计,并介绍了在具体实践过程中利用数据调整教学策略的方法,通过智慧教学方法实现教与学的闭环反馈...按照理工类本科大学物理课程特点,结合智慧教学的主要特征,本文阐述了如何从课前、课中、课后三个角度开展课程智慧教学设计和数据使用设计,并介绍了在具体实践过程中利用数据调整教学策略的方法,通过智慧教学方法实现教与学的闭环反馈。Based on the characteristics of undergraduate physics courses in science and engineering, combined with the main features of smart teaching, this article elaborates on how to carry out course smart teaching design and data usage design from three perspectives: pre-class, in-class, and post-class. It also introduces the method of using data to adjust teaching strategies in specific practical processes and achieves closed-loop feedback between teaching and learning through smart teaching methods.展开更多
文摘按照理工类本科大学物理课程特点,结合智慧教学的主要特征,本文阐述了如何从课前、课中、课后三个角度开展课程智慧教学设计和数据使用设计,并介绍了在具体实践过程中利用数据调整教学策略的方法,通过智慧教学方法实现教与学的闭环反馈。Based on the characteristics of undergraduate physics courses in science and engineering, combined with the main features of smart teaching, this article elaborates on how to carry out course smart teaching design and data usage design from three perspectives: pre-class, in-class, and post-class. It also introduces the method of using data to adjust teaching strategies in specific practical processes and achieves closed-loop feedback between teaching and learning through smart teaching methods.