混合式教学体系构建及教学效果主控因素诊断的实证研究  

An empirical study on the construction of blending learning system and diagnosis of the main controlling factors of teaching effect

作　　者：王金凤[1] 代稳[1] 陕振沛[1] Wang Jinfeng;Dai Wen;Shan Zhenpei(Liupanshui Normal University,Liupanshui 553004,China)

机构地区：[1]六盘水师范学院,贵州六盘水553004

出　　处：《六盘水师范学院学报》2021年第4期81-87,共7页Journal of Liupanshui Normal University

基　　金：2020年度贵州省教学内容和课程体系改革项目“基于地理教师培养目标的线上线下混合式教学模式构建--以‘水文与水资源学’课程为例”(2020187);2018年度六盘水师范学院本科教学工程项目“自然地理学教学团队”(LPSSYjxtd201805)。

摘　　要：针对大学课程和中学课程衔接问题,以地理科学“水文与水资源学”课程为例,构建了基于地理教师培养目标的线上线下混合式教学体系。采用问卷调查法、运用多元线性回归模型,诊断了影响“水文与水资源学”课程线上线下混合式教学效果的主控因素。结果表明:线下课堂教学质量和线上教学视频或课件的质量是影响混合式课程教学效果的主驱因素,为“水文与水资源学”混合式教学改革提供了数据支撑,有利于提高学生教学质量,增强学生学习的主动性。Due to the problem of the connection between university courses and middle schools,taking the course of Geography Science“Hydrology and Water Resources”as an example,an online and offline hybrid teaching system based on the training goals of geography teachers was constructed.The questionnaire survey method and the use of multiple linear regression models were used to diagnose the impact of the main controlling factor of online and offline mixed teaching effect.The results show that the quality of offline classroom teaching and the quality of online teaching videos or courseware are the main driving factor that affects the teaching effect of the hybrid course,which provides data support for the hybrid teaching reform of“Hydrology and Water Resources”,and helps improve the quality of teaching for students enhance the initiative of students in learning.

关 键 词：混合式教学 教学效果 多元线性回归 主控因素 水文与水资源学 

分 类 号：G642.0[文化科学—高等教育学]