推动抑或牵引:混合式课程自主学习投入的困境与破解  

Push or Pull:The Dilemma and Solution of Autonomous Learning Engagement in Blended Courses

作　　者：王鉴雪 杨兔珍 陈红梅[2] WANG Jian-xue;YANG Tu-zhen;CHEN Hong-mei(Beijing University of Technology,Beijing 100124,China;Qiqihar University,Qiqihar 161006,China)

机构地区：[1]北京工业大学经济与管理学院,北京100124 [2]齐齐哈尔大学经济与管理学,黑龙江齐齐哈尔161006

出　　处：《黑龙江高教研究》2021年第9期156-160,共5页Heilongjiang Researches on Higher Education

基　　金：2020年度北京工业大学教育教学研究课题“基于‘动机—支持—投入’过程的混合式教学中学生学习投入提升机制与路径研究”(编号:ER2020B038);北京市教育科学“十三五”规划重点课题“基于TPB与NAM的大学生可持续消费影响因素及作用机理研究”(编号:CJAA19084)。

摘　　要：混合式课程是“互联网+教育”形式的实践应用,但教学实践中存在信息技术不能监控的学习投入欺骗问题。为提高学生的自主学习投入,有必要进行混合式课程的组织设计。在解析自主学习投入困境的基础上,发挥教师推动抑或牵引的主导作用,融入以学生为中心、以成果为导向、以持续改进为运行机制的教学理念,运用“BOPPPS”教育模型进行课程内容设计。经过实践应用检验,该教学改革有利于提高学生自主学习投入、学习成效。Blended courses are the practical application of the Internet plus education.However,in the teaching practice,there is a problem of learning investment deception that cannot be monitored by information technology.In order to improve students’self-learning engagement,it is necessary to design the blended curriculum.On the basis of analyzing the dilemma of self-regulated learning,teachers should play a leading role in promoting or traction,integrate the teaching concept of student-centered,achievement oriented and continuous improvement as the operation mechanism,and use the“BOPPPS”education model to design the curriculum content.The practical application shows that the teaching reform is conducive to improving students’self-learning investment and learning effectiveness.

关 键 词：混合式课程 自主学习 学习投入 BOPPPS 教学改革 

分 类 号：G642.3[文化科学—高等教育学]