混合教学模式下元素养教学路径实证研究  

An Empirical Study on the Teaching Path of Meta Literacy in the Blended Teaching Model

作　　者：林晓华[1] 林丹红[2] 钟伶[1] Lin Xiaohua;Lin Danhong;Zhong Ling(Library,Fujian University of Traditional Chinese Medicine,Fuzhou 350122;Graduate School,Fujian University of Traditional Chinese Medicine,Fuzhou 350122)

机构地区：[1]福建中医药大学图书馆,福州350122 [2]福建中医药大学研究生院,福州350122

出　　处：《图书情报工作》2018年第23期65-71,共7页Library and Information Service

基　　金：2017年福建省级精品在线开放课程"文献信息检索"(项目编号:闽教高(2017)05);2018年福建省本科高校教育教学改革项目"基于医学信息检索课的专业学位研究生‘一体多维’循证能力培养模式研究"(项目编号:FBJG20180009)研究成果之一

摘　　要：[目的/意义]在分析元素养与传统信息素养教育区别与联系的基础上,开展混合教学模式下元素养教学实践,在实践中总结成效与问题,为探索有效的元素养教学路径提供参考和借鉴。[方法/过程]采用案例研究方法,以面向研究生的医学信息检索课作为实证研究对象,围绕元素养、阈概念、学术情境、深层学习理论、信息生态环境等,阐述具体教学实践实施步骤与要点,研究构建混合教学模式下的元素养教学路径。[结果/结论]混合教学模式有效地亟合了元素养教学理念,采用的分阶段分层次的渐进性教学路径是实现元素养教学目标的有效途径,切实落实了元认知、批判性思维与探究学习等培养的全过程。[ Purpose/significance ] Based on the analysis of the difference and connection between meta literacy and traditional information literacy education, the teaching practice of meta literacy in the blended teaching model is carried out and the results and problems are summaried to provide reference for the study of meta literacy education.[ Method/ process ] This paper used the case study method and took medical information retrieval for medical information retrieval as an empirical research object, expounded the implementation steps and main points of concrete teaching practice aroundi meta literacy, threshold concept, academic context, deep learning, information ecological environment and so on, studied and constructed the teaching path of meta literacy in the blended teaching model. [Result/conclusion ] The blended teaching model could effectively improve the meta literacy of teaching philosophy, and the gradual and progressive teaching path, which combines the characteristics of the course specialty, is more suitable for the teaching of meta literacy, because it emphasizes the whole process of meta cognition, critical thinking, inquiry learning and so on.

关 键 词：混合教学 元素养 深层学习 教学路径 

分 类 号：G250[文化科学—图书馆学]