Construction and Application of a Blended Online and Offline University English Course

This paper explores the design,implementation,and evaluation of the Integrated English 3 blended course,which integrates online learning through massive open online courses(MOOCs)and face-to-face classroom instruction.Guided by the production-oriented approach,the course aims to improve students’language proficiency and intercultural communication skills.It employs a variety of teaching methods,including online self-study,task-based learning,and collaborative group work,to foster student engagement and promote language output.The study highlights key elements of course construction,such as the use of MOOCs,the design of smart classrooms,and the development of a comprehensive assessment system that combines formative and summative evaluations.The results suggest that the blended teaching model enhances students’language skills while promoting critical thinking and cultural awareness.The course also emphasizes the importance of developing digital literacy among both students and teachers to effectively utilize online resources.

Application of Blended Learning Model to Computer Fundamentals Courses in an Online Environment

In the online environment,schools should keep up with the pace of development and strengthen the application of hybrid teaching mode,so as to strengthen the cultivation of students’comprehensive computer application ability and computer subject literacy,and improve students’learning efficiency.The author explores the actual situation of teaching basic computer courses at this stage and the requirements of applying hybrid teaching mode to carry out computer basic course teaching under the network environment,and puts forward an effective strategy for the application of hybrid teaching mode in computer basic course under the network environment,hoping to contribute to the improvement of the teaching quality and quality of computer basic course.

On the “Online and Offline Blended Teaching” Mode for Ideological and Political Theory Courses in Universities—A Case of “Introduction to Basic Principles of Marxism”

With the deepening development of educational informatization, online and offline blended teaching, as a new teaching mode, is increasingly receiving widespread attention from educators [1]. At present, the reform of the “online and offline blended teaching” of ideological and political education courses directly affects the quality of talent cultivation in universities. The article takes the course “Introduction to Basic Principles of Marxism” as an example to explore the reform mode of “online and offline blended teaching” in ideological and political theory courses in universities from the aspects of reasonable allocation of class hours, design of online teaching activities, how to deepen classroom teaching offline, and diversified assessment modes. Furthermore, the article summarizes the experience of mode reform and promotes the deep development of the people-oriented education concept in ideological and political courses in universities, so as to achieve the ultimate goal of moral education in ideological and political education in universities.

Construction Ideas of Musculoskeletal Rehabilitation First-class Undergraduate Course Based on Online and Offline Blended Teaching

In order to combine the advantages of online teaching and traditional offline classroom teaching,this paper optimizes the teaching design by taking Musculoskeletal Rehabilitation for undergraduates as the carrier,and reconstructs the course according to five parts:basic theory course,practical training course,standardized patient,case report,and course evaluation.Through analyzing the classroom quality and teaching effect,the innovation and practical effect of course reconstruction are explored.With students as the main body and goals as the guide,this model gives full play to the initiative and creativity of students,meets the individual needs of students at different levels,and provides reference ideas for improving the advanced,innovative and challenging creation of the course.

Research on the Application of Blended Teaching Mode in Comprehensive Practice Courses

Comprehensive practical courses are essential for the cultivation of applied technical talents in software engineering.We delve into a hybrid teaching reform scheme,using the course of Web Application System Development Comprehensive Practice as a representative example,to enhance comprehensive practice courses.Drawing upon the analysis of the current teaching situation and course-related challenges,this paper formulates a hybrid teaching reform plan that synergizes online and offline elements.It further encompasses the development of teaching contents and methodologies.Furthermore,approaches of comprehensive teaching reform are meticulously formulated to elucidate the instructional process within the hybrid online and offline teaching mode.The tangible outcomes reveal that the integration of online courses and classroom teaching,as part of this reform,enhances the overall effectiveness of the teaching,ignites students’passion for learning,and fosters collaborative teamwork among students,culminating in an overall improvement in the quality of this course.

Research on the application of CDIO based blended online and offline teaching mode in artificial intelligence courses in universities

Given the swift evolution of the artificial intelligence(AI)industry and technology,there arises an urgent necessity to innovate the pedagogical approach of AI courses within universities,ensuring alignment with the contemporary demands for talent development.This study seeks to develop a hybrid teaching model that integrates both online and offline resources in AI courses,by leveraging the CDIO(Conceive,Design,Implement,Operate)framework for engineering education.This model aims to reform traditional teaching methods,thereby augmenting students'engineering practice skills and fostering innovative thinking.Additionally,this research explores potential challenges and proffers strategic solutions,providing insightful perspectives on the blended online and offline teaching reform of AI courses within higher education institutions.

网络环境下Blended Learning平台的设计与实施

信息技术在很大程度上改变了高校教学环境和教学条件,通过Blended Learning平台,能把传统学习方式的优势和网络教学的优势结合起来,发挥其混合式教学的特点与优势,就此提出了相应的设计原则与实现方法。学生通过该平台进行自主学习,不仅掌握基础知识和基本技能,还培养了解决问题、质疑问题的能力,积极探索的研究精神。

基于Blended Learning的协作型网络课程设计

网络课程是立体化教学资源建设的重要组成部分。如何将网络课程与传统课堂教学有机结合,是立体化教学资源建设的关键。文章就如何发挥Blended Learning的优势,构建协作型网络课程,提出了相应的设计原则。在网络课程内容展示上,强调任务驱动的教学设计;在课程实施策略上,以项目驱动的学习情景策略为主线,并通过一系列的保障策略,最终实现功能强大、实用的协作型网络课程。

Blending Learning视域下的高校网络课程探析

为了有效地实施网络教学,许多高校开发、建设大量的网络课程。基于Blending Learning理念,分析当前高校网络课程存在的问题,提出解决的对策:教师应转变教学理念,网络课程的教学目标应合理定位,课程学习资源建设应当加强,学习活动设计应当高度关注,加强对网络学习的评价。

结构化学课程线上线下混合教学的改革和实践

在“互联网+”信息化的大趋势和高考改革下,化学学科的教学改革不断深化,华南师范大学结构化学课程教学团队进行了深度结合的线上线下混合教学的改革和实践探索。本文介绍了课程教学改革的探索、历程和建设实践情况,依托学校“砺儒云课堂”平台将线下与线上课程打通,优势互补,建设成富有成效的线上线下混合课程。线下课程考试成绩、线上参与程度以及学生对课程的评价表明,此线上线下混合教学课程得到学生一致认可,学生的创新思维明显提升,达到令人满意教学效果。

基于慕课的混合式教学模式在心电图教学中的应用

目的探索基于慕课的混合式教学模式在心电图教学中的应用效果。方法选择2021年3—7月暨南大学第一临床医学院2018级临床医学专业本科生为研究对象,共91名。在诊断学心电图章节的教学中,采用以心电图慕课为基础的线上自学和线下面授课相结合的混合式教学模式,分析期末心电图理论和阅图考试成绩和问卷结果。结果理论和阅图成绩分别为(21.00±3.89)分和(19.33±4.63)分。理论考试中,一些心电图基础知识的准确率低于50%,仅有50%的学生能识别心室颤动。阅图考试结果显示,大部分图形节律、心率等基本参数的准确率较高,可达90%以上,而心电图结论的准确率均较低。超过75%的学生认为心电图慕课对学习心电图有很大帮助,阅图训练的15个问题可以帮助理清心电图分析思路;83.15%的学生认为基本掌握了心电图分析要点,8.99%的学生是熟练掌握。结论基于慕课的混合式教学模式对学生掌握心电图分析要点很有帮助,学生对心电图基本参数掌握较好,对于异常心电图特征的记忆和分析有待加强。

基于在线开放的高职技能型课程混合式教学模式探究

“碳达峰碳中和”政策为能源电力行业的转型升级提供了根本遵循。电工技术课程作为能源电力行业的一门专业技能型课程,传统的教学模式已经不能满足该行业对新能源的需求。为了提升能源电力行业技能型课程的教学质量及综合育人质量,本研究以高职在线精品课程“电工技术”教学改革实践为例,探索实施岗位、课程、竞赛、证书与思政教育、劳动教育的有机融通,以及线上线下混合式深度融合的教学方式,构建了“岗课赛证思劳”六位一体混合式教学模式。该模式能够有效提升学习者的学习效果和实践能力,对培养新时代高素质技术技能人才具有一定的借鉴意义。

基于混合式教学的钢桥课程教学改革探索与实践

钢桥是土木工程专业道桥方向一门与工程实践紧密联系的专业课,教学过程需要引入大量教学案例和实践案例。采用混合式教学模式改革传统教学模式,通过引入线上教学资源,引导学生主动学习、团队学习和探索学习,提升课程教学效率。以武汉理工大学土木工程专业道桥方向钢桥教学为例,阐述钢桥线上教学资源建设、混合教学模式实践与课程改革成效,并介绍持续改进方向。问卷调查显示,学生对钢桥混合式教学模式较为认可;钢桥混合式教学模式实践表明,相比传统单一讲授教学模式,混合式教学模式下学生主动性更强、师生互动良好、课堂效率更高。

基于多重能力培养的线上线下混合式一流课程建设与实践——以国家级一流课物流管理学为例

我国物流业的飞速发展和科学技术的不断进步,对物流相关专业学生所具备的能力提出了新的要求。以物流管理国家级一流专业开设的国家级一流课物流管理学为例,从培养学生多种能力的视角,提出“一体两翼三贯通”的线上线下混合式课程的建设思路。课前学生线上自主学习、课中教师线下教学、课后学生线上拓展学习,力争运用线上线下混合式的教学模式,以及各种教学手段的结合,提升学生的专业能力、自学能力、双创能力等综合能力,以满足国家和社会对物流人才的需求。

中澳TAFE课程线上线下混合式教学设计及模式构建研究

通过对本校中澳合作的TAFE课程教学的研究,本研究依托超星平台和MOODLE等网络教学平台,分别从课前、课中、课后3个阶段展开探讨线上线下融合的TAFE课程教学活动设计方案,并通过线上线下混合式教学改革实践,尤其是海外线上教学进行实践检验,探索构建中澳TAFE课程线上与线下融合的混合式教学模式,以提高TAFE课程教学质量,确保中澳合作国际化办学成效。

有机化学实验线上线下混合式课程建设的实践

基于立德树人、能力为先的理念,为提高教学质量和满足现代化教育需求的课程提供切实可行的指导,文章阐述了有机化学实验线上线下混合式教学中课程思政的核心价值观,分享在混合式课程建设中所积累的经验和有效教学策略。

SPOC混合教学模式在本科生神经病学见习教学中的应用效果

目的研究小规模限制性在线课程(SPOC)混合教学模式在本科生神经病学见习教学中的应用效果。方法选择2020年9月至12月在我院神经内科见习的180名临床医学专业本科生,按照随机数字表法将其分为SPOC组和传统教学组,每组90名。SPOC组采用SPOC混合教学模式,传统教学组采用传统教学法。比较两组的见习效果。结果SPOC组的理论考核成绩、技能考核成绩均高于传统教学组(P<0.05)。SPOC组的临床诊疗思维能力考核情况优于传统教学组(P<0.05)。SPOC组的理论知识掌握、医患沟通能力、学习兴趣、分析及解决问题能力、团队协作能力评分均高于传统教学组(P<0.05)。SPOC组对教师的教学内容、教学方法、教学效果和总体满意度评分均高于传统教学组(P<0.05)。结论相较于传统教学法,SPOC混合教学模式可提高神经内科见习学生的理论知识掌握、实践操作技能和教学满意度。

在线课程混合教学模式构建——以无机化学实验为例

无机化学实验是化学类相关专业开设的一门专业基础课,为了解决传统实验教学中存在的一些问题,如讲授时间过长,学生被动灌输内容,缺乏主观能动性,燕山大学进行了无机化学实验在线课程混合式教学实践。结果表明该模式充分利用线上线下资源,提高了教学效率,激发了学生的学习兴趣,促进学生自主化学习,增强了教学效果,在提升实验技能的同时培养学生的创新意识和综合素质。

浅谈混合教学模式下的课程设计方法——以电子商务专业直播电商课程为例

近年来,电子商务行业发展迅速,尤其是以直播为表现形式的内容营销全面爆发,社会对电商相关专业人员的需求不断扩大。越来越多的学习者需要通过互联网平台学习相关知识,高职院校电子商务专业的人才培养也引入了多场景、多手段的学习模式,力求“岗课赛证”深度融通,实现边学习边实践,边积累边验证的学习过程。鉴于当前社会学习者和在校学生对电商领域的相关知识与技能的学习需求,本文以电子商务专业直播电商课程为例,对混合教学模式下的课程设计和教学模式提出建议并展开探讨。

基于自建线上课程的线上线下混合式教学模式探索--以“高分子化学”课程为例

随着数字时代的到来和信息网络的发展,学生已经习惯和适应了碎片化、灵活化的线上课程学习模式。而信息技术的进步,又为教师进行线上课程建设提供了便利。文章分析总结了自建线上课程对课堂教学的意义,以“高分子化学”课程为例,介绍了线上课程的建设过程,并将线上课程有机融入课堂教学,结合BOPPPS教学模式,阐述了基于自建线上课程的线上线下混合式教学模式的教学流程,以期丰富教学手段,提升教学效率。