后MOOC时期高等学校教学新模式探索

发布时间：2018-03-31 05:04

本文选题：教学模式　切入点：在线教育　出处：《高等工程教育研究》2014年06期

【摘要】：通过文献检索梳理了国内外在线教育的演变过程,以及后MOOC时期在线学习的新形态;归纳了在线教育教与学的同时同地、同时异地、异时同地、异时异地等4种时空模式,构建了基于"教学环境——教学响应"视角的CH-SPOC教学模式,分析了CH-SPOC模式的特点;并以近两年浙江大学已开展的教学探索为例,展示了同时异地的协作教学模式、CH-SPOC典型模式、沉浸学习等模式的实践应用;最后从三方面提出后MOOC时期高等学校教学变革的思考,旨在促进信息时代高等学校课堂教学模式变革,提升课堂教学质量。
[Abstract]:This paper combs the evolution process of online education at home and abroad and the new form of online learning in post-#en0# period through literature retrieval, sums up four space-time modes of online education teaching and learning simultaneously, at the same time, at the same time, at the same time, at the same time, at different times and in different places. This paper constructs the CH-SPOC teaching model based on the perspective of "teaching environment-teaching response", analyzes the characteristics of the CH-SPOC model, and takes the teaching exploration that has been carried out in Zhejiang University in the past two years as an example to show the typical CH-SPOC model of collaborative teaching in different places at the same time. In the end, the author puts forward the thinking of teaching reform in colleges and universities in the post-#en0# period from three aspects in order to promote the reform of classroom teaching mode in colleges and universities in the information age and to improve the quality of classroom teaching.
【作者单位】：浙江大学教育学院;浙江大学本科生院;浙江大学现代教育技术中心;浙江大学教育技术研究所;
【基金】：教育部—中国移动科研基金2013年度项目“信息技术支持下的高等教育教学模式研究及试点”(项目6-3) 国家社会科学基金教育学课题“虚实融合环境中的非正式学习模型及其应用研究”(BCA130018)的阶段性成果
【分类号】：G434

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