“Flipped Classroom” Teaching Model Research: A Case Study of “Innovation and Entrepreneurship Education and Practice (Theory)”

The flipped classroom model differs significantly from the traditional classroom teaching model and offers numerous advantages. This article draws inspiration from the flipped classroom concept, using the “Innovation and Entrepreneurship Education and Practice (Theory)” course as an example to introduce the innovation and characteristics of the flipped classroom model: it is problem-oriented, addressing the “pain points” in teaching, motivating students towards “active learning,” and integrating diverse teaching methods. In the conclusion, the article proposed suggestions on the application of this model, encouraging teachers to summarize their teaching experiences, enhance their knowledge base, and foster students’ awareness of innovation and entrepreneurship.

Application of Flipped Classroom Teaching Model in English Teaching in Vocational Colleges

Although vocational college students have already had many years of English education, their foundation of English study is not satisfactory. Many vocational college students are not very interested in English study. There are many factors that cause this situation and some measures are taken to change This situation is also very important. Facts have proved that the introduction of flip classroom teaching mode can provide new ideas for improving higher vocational English teaching. This article is based on the topic of research, hoping to provide some methods for higher vocational English teaching reform.

Study on the Four from Deming's Fourteen Steps to TQM in Classroom Teaching

The writer aims to study on the four important ones from Deming's fourteen steps to Total Quality Management ( TQM) in classroom teaching,to analyze the steps from the aspect of classroom teaching and discuss the feasibility of the issues by providing various measures and by using different managing approaches.

A Study on the Ecological Teaching Model of College English from the Perspective of Ecological Linguistics

Teachers' teaching concepts, language skills and so on are directly related to teaching methods, and have a profound impact on English teaching. Eco-linguistics is mainly an interdisciplinary subject of language development and change from the perspective of ecology. It is helpful to create a favorable teaching environment, arouse students' interest in learning and improve the quality of classroom teaching. With the help of application tools such as"Rain classroom", this paper mainly focuses on the ecological teaching mode of college English from the perspective of ecological linguistics in detail such as individualized assignment and group work etc, hoping to be helpful to the relevant personnel.

The MOOC/SPOC Based"1+M+N"Multi-University Collaborative Teaching and Learning Mode:Practice and Experience

Since 2012, the MOOCs, the massive open online courses, have brought big influences on the higher education in the world. How to use MOOCs to help universities rather than bother them to improve their education level and quality becomes an important issue. In China, many universities have explored the new modes and approaches for MOOC/SPOC-based teaching and learning. Especially, the China MOOC Association on Computing Education(CMOOC association), established in 2014, has done a set of successful practice and achieved fruitful experiences on MOOC courses development and computer education reform. Based on the practical experiences, a MOOC/SPOC based "1+M+N" multi-university collaborative teaching and learning mode is presented, which is adapted to the real situation of Chinese university education. In the paper, the practices and experiences of CMOOC association are introduced, the MOOC/SPOC based "1+M+N" multi-university collaborative teaching and learning mode and its approaches are described. Finally, the suggestions for MOOCs development and applications are also presented.

Exploration and Practice of Online Teaching Mode for“Three Preparations Before Class,Five Channels in Class and Five Tracking after Class”

Aiming at the characteristics of huge knowledge points,strong practicality and diversity of software security course,adhering to the“Π”scheme for emerging engineering education,based on Tencent classroom,Tencent conference and Lan ink cloud class,and guided by BOPPPS teaching model and deep learning theory,“three preparations before class,five channels in class and five tracking after class”is proposed.Three preparations before class and five tracking after class serve the five channels in class.Five channels in class take live teaching as the core,and teach students knowledge through five channels.Practice has proved that this mode can effectively solve the problem of teaching a large number of knowledge in limited class hours,improve students’practical ability and enhance the effect of classroom teaching.

The Design and Application of the Flipped Classroom Model in English Viewing, Listening and Speaking

In this paper, we put forward a new teaching model of flipped classroom applied to English Viewing, Listening and Speaking with the combination of features of this course and college students＇ learning characteristics. Based on the proposed model, we set up and implement the instructional plans. In the teaching practice, we verify and analyze the effect of this teaching model. The practice has proved that the teaching model based on flipped classroom has a positive effect to improve students＇ capability of listening and speaking and their initiative in learning.

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

基于雨课堂融合CBL教学法的传染病学见习课程建设及应用

建立基于雨课堂融合CBL教学法结合床旁教学的传染病见习课程模式并评价其应用效果。通过问卷调查+过程性评价+终结性评价的综合评价体系评价教学效果。研究结果表明,基于雨课堂的传染病见习课程模式有助于提高学生的学习兴趣和锻炼临床思维能力,过程性评价联合终结性评价的评价体系能够较全面反映学生学习的过程与效果。因此,有必要进一步推广应用这种教学模式,并在实践的过程中持续改进。

Reform and Practice of the Course “Road Engineering Construction Technology and Organization” Based on Smart Classroom

Smart classroom is an inevitable result of the deepening integration of new-generation information technology and education means,and it is an unavoidable choice of university education informatization in the intelligent era.The Bridge-in,Outcomes,Pre-assessment,Participatory Learning,Post-assessment,and Summary(BOPPPS)model is used to construct the effective teaching mode of a smart classroom based on the analyses of the connotation and characteristics of a smart classroom,and the teaching reform and practice are carried out on the“Road Engineering Construction Technology and Organization”course.Through a questionnaire survey,it is found that the construction of a smart classroom effective teaching model can fully mobilize students’learning enthusiasm and improve the efficiency and effectiveness of students’learning.

以学生为中心的PLC课堂教学模式研究与实践

以安徽工贸职业技术学院PLC课堂教学与实践为例,提出了以学生为中心的创新课堂教学模式改革。通过建设教、学、做合一的教学网络平台,突显学生主体地位,构建“讲—练—模—做—评”课堂教学模式一体化,开发、制作课堂教学资源等系列教学改革,以实现课堂教学的主导作用,提高课堂教学实效,为培养高素质机电专业人才和提升教学质量奠定良好基础。

基于O-AMAS的翻转课堂在临床药理学教学中的探索

临床药理学是连接药学与临床医学间的重要基础课程。文章通过对临床医学专业连续两届参加本课程学习的本科生分别进行传统的授课方式(对照组)以及翻转课堂模式(研究组)的教学,并展开比较研究。结果表明,研究组学生的理论考试总成绩为明显高于对照组。两组学生对基础知识掌握并无明显差异,但在病例分析综合应用上,研究组学生的得分显著优于对照组。通过匿名的问卷调研,研究组学生具有更好的学习体验感,新教学方式取得了较好的教学效果。

面向AIGC的教育提示工程学习提示单设计及应用

在AIGC时代,如何合理运用大模型赋能课堂教学是目前应解决的关键问题。通过教育提示工程的理论指导设计学习提示单能够促进教育与大模型等新技术的有效融合。学习提示单是帮助中小学师生在课堂中合理适恰地运用大模型解决问题的一种学习资源,旨在通过运用教育提示工程的理论针对教育领域的提示词进行设计,从而解决大模型在课堂中的合理有效运用问题。针对中小学师生使用大模型遇到的诸如如何引导学生正确使用大模型、如何把控大模型的内容质量、如何规避大模型使用的伦理风险以及如何提高学生的批判性思维等问题,设计了基于三轮对话的T|BO-LRQET-P&R(简称LRQET)模型、学习提示单以及大模型的课堂教学应用模式。通过教育提示工程的理论设计学习提示单以助力师生的教与学。

基于长江雨课堂的矿床学课程教学实践

长江雨课堂作为一种线上教学工具,在全国范围内得到广泛的好评。雨课堂是基于PowerPoint运行的智慧教学方案,可以通过三步式“课前—课中—课后”为学生和老师提供全方位服务。该文立足矿床学课程教学实践,主要探讨长江雨课堂为传统线下教育教学带来的影响,雨课堂的三步式方案显著提高教学质量,打造高效课堂。

基于慕课的生物化学翻转课堂研究与实践

“慕课+翻转课堂”是实现线上与线下教育结合的全新混合式教学模式。该研究以四川农业大学生物化学MOOC为基础,充分利用网络和视频的线上资源,通过慕课堂和QQ学习群进行教学管理,在生物化学线下教学中开展基于MOOC的翻转课堂实践,该教学模式能更好地发挥学生的自主学习能力,且对培养学生的综合能力和促进教师教学能力提高有积极的促进作用。

高效课堂目标下混合式教学设计与实践--以工程经济学为例

混合式教学模式的有效利用在于实现线上和线下的有机结合,该文基于高效课堂教学目标,以学生为中心,进行混合式教学融合点设计,包括教学内容融合、教学活动融合与教学评价融合。利用BOPPPS教学模型进行工程经济学线上线下课堂教学设计,采用翻转课堂、小组学习、主题探讨、参与式学习和随堂检测等方式,做好课前、课中和课后的有机结合,增加师生互动,提高课堂效果、效率和效益,从而达到教学相长。教学设计思路适用于高校专业课程的混合式教学,为高校教师进行混合式教学改革提供参考。

翻转课堂在牙周病学教学中的应用现状

牙周健康不仅是口腔健康的重要基础,也与全身健康有着密不可分的联系。因此,提升牙周病学教学水平、提高医学生牙周病诊疗能力迫在眉睫。近年来,翻转课堂作为一种与时俱进的新型教学模式在医学领域人才培养中得到广泛应用。文章系统分析了牙周病学教学过程中翻转课堂的多元化模式,发现将翻转课堂与以问题为基础的教学法(problem-based learning,PBL)和以案例为基础的教学法(case-based learning,CBL)相结合,有助于提升学生学习兴趣、激发学习的主动性和提高学习效率;将翻转课堂与以团队为基础的教学法(team-based learning,TBL)相结合,有助于实现个性化学习与团队学习的融合,提升学生的沟通和团队协作能力;将翻转课堂与微课相结合,有利于充分发挥信息化手段的优势,突破时空的限制,并提升学生的自主学习能力。翻转课堂与多种教学模式的有机融合为牙周病学教学模式的改革提供了方向。

海洋生物生态工程类课程教学创新设计

“海洋生物学”和“海洋生态修复”是涉海高校本科生两门非常重要的海洋生物生态工程类课程。遵循“以学生为中心”OBE教育理念和“两性一度”金课标准创新设计教学内容,依据“教师主导、学生主体,线上自学、线下面授,课程思政三精途径”原则创新设计教学过程和方法,采用过程性评价与终结性评价相结合策略创新设计考评并及时和精准给予反馈。基于上述教学环节创新设计,经过多轮迭代式课程建设探索实践,开展基于翻转课堂的线上线下混合式课程思政教学,提高人才培养质量,落实立德树人根本任务。

线上PBL+翻转课堂教学模式在内科学见习教学中的实践与对策研究

目的探讨在内科学见习教学中应用线上基于问题的教学方法(Problem-based Learning,PBL)联合翻转课堂教学模式的实践效果和优化策略。方法选取广西中医药大学2020级本科临床医学专业1班和2021级本科临床医学专业1班的100名学生为研究对象,2020级本科临床医学专业1班为对照组(n=50),实施传统临床教学模式,2021级本科临床医学专业1班为观察组(n=50),在对照组的基础上实施线上PBL+翻转课堂教学模式。比较两组在课程结束后的考核总成绩(形成性评价考核成绩、终结性评价考核成绩)和教学满意度。结果观察组形成性评价考核成绩、终结性评价考核成绩及总成绩均高于对照组,差异有统计学意义(P均<0.05)。观察组教学总满意度为88.00%(44/50),高于对照组的70.00%(35/50),差异有统计学意义(χ^(2)=4.822,P<0.05)。结论线上PBL联合翻转课堂的教学模式在内科学见习教学中取得了较为显著的成果,有利于提高学生成绩和教学满意度。

依托雷达兵战术专业教室的想定作业课程“四步”教学法

为提高想定作业课程教学效果和人才培养质量,根据指挥专业毕业期班学员特点,提出基于雷达兵战术专业教室的想定作业课程“四步”教学法.该教学法以作战任务为牵引,以雷达兵战术专业教室为支撑,规范了想定作业教学的组织实施流程和方法,提升了信息化教学水平,突出学员核心指挥能力的培养.教学实践表明,该教学法效果明显,为指挥专业其他课程教学改革提供了借鉴.