“学习强国”高教平台混合教学干预机制研究  

On Mixed Teaching Intervention Mechanism of “Learning Power” Higher Education Platform

作　　者：王梅[1] 李真[1] WANG Mei;LI Zhen(Chongqing University of Humanities and Technology,Chongqing 401524,China)

机构地区：[1]重庆人文科技学院政治与法律学院,重庆401524

出　　处：《黑龙江高教研究》2020年第4期156-160,共5页Heilongjiang Researches on Higher Education

摘　　要：高教应探索多种信息技术平台的混合式教学策略。"学习强国"自学平台具有强大的教学干预功能,普遍作为高教规定自学内容,限定在线学习时长,因此,采取混合教学并将"学习强国"自学机制纳入教学干预体系,通过在线学习数据的采集和分析,将学习强国学习纳入学生学业测评、学习动机自评研究中,教师个性化教学设计评价,形成"学习强国"的特有教学干预机制,充分发挥特殊的教学环境下混合式教学的课程效果,在激发学生的学习动机、提高特定学习环境下的自我调节能力上,形成教学干预的"变速箱"机制与"加速器"功能。Higher education explores the mixed teaching strategy of various information technology platforms. The self-learning platform of "learning power" has a strong teaching intervention function. Generally, as the content of self-learning stipulated by higher education, it limits the length of online learning. Therefore, hybrid teaching is adopted and the self-learning mechanism of "learning power" is incorporated into the teaching intervention system. Through the collection and analysis of online learning data, learning power is incorporated into the research of students’ academic evaluation and self-evaluation of learning motivation, Teachers’ individualized teaching design evaluation forms the unique teaching intervention mechanism of "learning power", gives full play to the curriculum effect of Hybrid Teaching in special teaching environment, and forms the "gearbox" mechanism and "accelerator" function of teaching intervention in stimulating students’ learning motivation and improving their self-regulation ability in specific learning environment.

关 键 词：混合教学 学习干预 深度学习 学习强国 

分 类 号：G642.0[文化科学—高等教育学]