“后MOOC”时期基于泛雅SPOC平台的混合教学模式探索  

Exploration of Blended Teaching Model based on Fanya SPOC Platform during the Post-MOOC Period

作　　者：尹合栋[1] 

机构地区：[1]重庆第二师范学院教学资源中心,重庆400065

出　　处：《现代教育技术》2015年第11期53-59,共7页Modern Educational Technology

基　　金：2015年重庆市教委人文社会科学重点研究基地重庆市统筹城乡教师教育研究中心项目"城乡小学全科教师培养模式比较研究"(项目编号:15SKJDL01);重庆第二师范学院校级教改项目"数字聚合环境中的师范技能训练研究"(项目编号:JG2014211)的阶段性研究成果

摘　　要：MOOC发展到今天已进入多元化阶段,并衍变为多种在线学习形态,这是它适应信息化时代高等教育发展的必然结果。为发挥MOOC理念优势并与传统课堂教学深度融合,文章在比较MOOC与SPOC的基础上,对国内外几个典型SPOC应用案例进行了阐述,探索运用教学相关理论设计出基于泛雅SPOC平台的混合教学模式,并对该模式的"前端分析、课程设计、课程组织、教学评价"四个核心过程进行了详细分析,最后将该模式应用于"现代教育技术应用"课程教学并进行了探索性实践。MOOC development has entered a stage of diversification today, and has evolved into a variety of online learning forms, which was the inevitable result of the development of higher education adapting to the information age. To take advantage of MOOC idea and combine with the traditional classroom teaching deeply, this paper described several typical SPOC application cases at home and abroad on the basis of comparing the difference between MOOC and SPOC, explored to design blended teaching model based on the fanya SPOC platform using teaching theory, and analyzed the four core process about ＂front analysis, curriculum design, curriculum organization, teaching evaluation＂ in detail of this model. Finally, this model was applied in ＂Modem Educational Technology＂ curriculum teaching to carry out exploratory practice.

关 键 词：MOOC 泛雅SPOC平台 混合教学 微视频 翻转课堂 

分 类 号：G40-057[文化科学—教育学原理]