“混合式学习方式”下教学效果影响因素研究  

An Analysis of the Factors Influencing the Teaching Effect under the "Mixed Learning Style"

作　　者：俞跃 吕亚君[1] YU Yue;LV Yajun(Nanjing Traffic Vocational and Technical College,Nanjing Jiangsu,211188,China)

机构地区：[1]南京交通职业技术学院,江苏南京211188

出　　处：《创新创业理论研究与实践》2018年第19期18-19,共2页The Theory and Practice of Innovation and Enterpreneurship

基　　金：江苏省教育信息化研究2017年度青年课题:"混合式学习方式"下会计专业理实一体化课程研究(项目编号:20172042)阶段性成果之一;项目负责人:俞跃;江苏省高等教育教学改革研究课题:移动互联网环境下开展"混合式学习方式"实践研究--以会计信息化课程为例(项目编号:2017JSJ G336)阶段性成果之一;项目负责人:俞跃

摘　　要：基于主成分分析法,建立"混合式学习方式"下理实一体化课程教学效果的影响因素模型,对"混合式学习方式"下理实一体化课程教学效果影响因素进行识别,得出结论:综合各方面因素及其子因素分析发现:多途径、全方位提升微课视频满意率能够有效地增加教学资源因素在教学效果中的作用;答疑讨论和作业小组任务是学生最感兴趣,且有效果的教学活动,需要善加利用;学生学习考勤管理和学生学业规划管理是学生管理因素的代表子因素,为提高教学效果提供有效保障和动力支撑。Based on principal component analysis, a model of influencing factors for the teaching effect of 'mixed learning mode' in the course of integration of theory and practice is established.From the quantitative point of view, this paper identifies the factors affecting the teaching effect of 'mixed learning mode' in the course of integration of theory and practice, and draws a conclusion:Comprehensive analysis of various factors and their sub-factors can be found:Improving the satisfaction rate of microcourse video in all ways can effectively increase the effect of teaching resource factors in teaching effect;discussion and homework group tasks are the most interesting and effective teaching activities for students and need to be used well;Student study attendance management and student academic planning management are the representative sub-factors of student management factors, and are the support for improving teaching effect.

关 键 词：主成分分析法 混合式学习方式 理实一体化课程 教学效果 

分 类 号：G434[文化科学—教育学]