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基于学生自建微课平台的混合式教学探究——以“设计思维与创新”课程为例
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  • 英文篇名:Research on Blended Teaching based on Student-built Micro-class Platform ——Taking the Course of “Design Thinking and Innovation” as an Example
  • 作者:谢欣 ; 陈燕飞 ; 刘先凤
  • 英文作者:XIE Xin;CHEN Yan-fei;LIU Xian-feng;School of Humanities and Social Sciences, Harbin Institute of Technology (Shenzhen);
  • 关键词:学生自建微课平台 ; 混合式教学 ; 教学模式 ; 教学活动
  • 英文关键词:student-built micro-calss platform;;blended teaching;;teaching model;;teaching activity
  • 中文刊名:XJJS
  • 英文刊名:Modern Educational Technology
  • 机构:哈尔滨工业大学(深圳)人文与社会科学学院;
  • 出版日期:2019-01-15
  • 出版单位:现代教育技术
  • 年:2019
  • 期:v.29;No.213
  • 基金:哈尔滨工业大学(深圳)2017年研究生课程混合式教学模式改革研究项目“‘设计思维与创新’课程混合式教学模式改革”(项目编号:HA11000008);; 2018年度深圳市教育科学规划课题一般项目“以‘学生自建微课平台’为依托的混合式教学改革研究”(项目编号:深教[2018]149)的阶段性研究成果
  • 语种:中文;
  • 页:XJJS201901010
  • 页数:7
  • CN:01
  • ISSN:11-4525/N
  • 分类号:60-66
摘要
基于对混合式教学改革现状的观察和思考,特别是考虑到目前主流在线教学平台的局限性和设计类课程的专业特点,文章首先依托学生自建微课平台的多维度功能支持,构建出针对设计类课程的基于学生自建微课平台的混合式教学模式;随后,文章将此模式应用于"设计思维与创新"课程中的综合设计项目,对基于学生自建微课平台的混合式教学活动进行了设计;最后,文章通过问卷调查和访谈,对基于学生自建微课平台的混合式教学效果进行了验证。基于学生自建微课平台的混合式教学模式的构建及其应用,推动了"教师引导、学生主导"的混合式教学模式改革,并为设计类课程的教学改革探索出了一条新的可能路径。
        Based on the observation and reflection on current situation of blended teaching reform, especially considering the limitations of mainstream online teaching platforms and the professional characteristics of design courses, this paper firstly constructed the blended teaching model for design courses based on student-built micro-class platform, relying on the multi-dimensional functional support of this platform. Then, this model was applied to the comprehensive design project of "Design Thought and Innovation" course and blended teaching activities based on this platform were designed. Finally, the effect of blended teaching based on this platform was verified through questionnaire survey and interview. The construction and application of the blended teaching model based on student-built micro-class platform promoted the reform of "teacher-guided and students-led" blended teaching model, and explored a new possible path for the teaching reform of design courses.
引文
[1]Woltering V,Herrler A,Spitzer K,et al.Blended learning positively affects students’satisfaction and the role of the tutor in the problem-based learning process:Results of a mixed-method evaluation[J].Advances in Health Sciences Education,2009,(5):725-738.
    [2]Hew K F,Cheung W S.Students’and instructors’use of massive open online courses(MOOCs):Motivations and challenges[J].Educational Research Review,2014,(1):45-58.
    [3]Brahimi T,Sarirete A.Learning outside the classroom through MOOCs[J].Computers in Human Behavior,2015,(5):604-609.
    [4]Baturay M H.An overview of the world of MOOCs[J].Proccedia-Social and Behavioral Sciences,2015,(1):427-433.
    [5]Hughes G.Using blended learning to increase learner support and improve retention[J].Teaching in Higher Education,2007,(3):349-363.
    [6]Chandra V,Fisher D L.Students’perceptions of a blended web-based learning environment[J].Learning Environments Research,2009,(1):31-44.
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