他山之石:BOPPPS教学模式对高校中国史相关课程改革的启示初探  

The Enlightenment of BOPPPS Teaching Mode to the Curriculum Reform of Chinese History in Colleges and Universities

作　　者：崔溶芷 CUI Rongzhi(College of History and Geography,Longdong University,Qingyang 745000 China;Yangzhou University,Yangzhou 225000,China)

机构地区：[1]陇东学院历史与地理学院,甘肃庆阳745000 [2]扬州大学,江苏扬州225000

出　　处：《忻州师范学院学报》2022年第2期110-115,共6页Journal of Xinzhou Teachers University

基　　金：陇东学院通识示范课程建设项目(2021-2)。

摘　　要：20世纪70年代发源于加拿大教师技能培训工作坊的BOPPPS教育模式因其开拓性与实用性很快被世界其他地区的教育机构引入,并取得不错效果。BOPPPS教学模式实质上是一种针对教学目标将课堂划分为以参与式学习为核心的六个小模块的课堂设计形式。这种课堂设计形式对中国史相关课程的教学改革启示良多,如在课堂教学中需以教学目标为导向,以参与式学习为核心,课程评价体系的建设要恰当,但同时BOPPPS教学模式应用于中国史相关课程教学时其环节设计的必要性要根据实际情况进行调整。The BOPPPS model of education, which originated in Canadian Institutional Skills Workshop in the 1970 s, the results’ good was it was quickly introduced by educational institutions in other parts of the world due to its pioneering and practical application. The BOPPS model of education is essentially a class design form that divides the class into six small modules with participatory learning as the core for the teaching goal.This form of class design form has great implications for the education reform of Chinese history related courses, such as the class should be guided by the teaching goal, With participatory learning as the class’ core, the curriculum evaluation system should be appropriate, but meantime the courses teaching design should be adjusted according to the practical situation.

关 键 词：BOPPPS教学模式 参与式教学 中国史 课程改革 

分 类 号：G642[文化科学—高等教育学]