基于探究社区理论的混合式教学模式改革与实践——以“物流管理概论”为例  

Reform and Practice of Blended Teaching Mode Based on Inquiry Community Theory:Taking Introduction to Logistics Management as Example

作　　者：贾静[1] 殷旅江[1] 鄢曹政 王文豪 JIA Jing;YIN Lvjiang;YAN Caozheng;WANG Wenhao(School of Economics&Management,Hubei University of Automotive Technology,Shiyan 442002,China)

机构地区：[1]湖北汽车工业学院经济管理学院,湖北十堰442002

出　　处：《物流技术》2022年第8期136-140,160,共6页Logistics Technology

基　　金：全国高等职业院校物流教改教研课题(JZW2021126);湖北高校省级教学研究项目(2020792);湖北省教育科学规划课题(2020GB036);湖北汽车工业学院教研教改重点项目(JY2020010)。

摘　　要：基于探究社区理论与混合式教学动态支架模型,以“物流管理概论”课程为例,从教学存在感、社会存在感、认知存在感三个维度,考虑学生在课程不同阶段的学习特点和需求,设计了适应于课程不同阶段的混合式教学动态支架强度,系统构建了课前、课中、课后各环节线上线下深度融合的混合式教学模式,并结合超星学习通平台开展教学实践。结果表明,该模式能够有效调动学生学习的积极性和主动性,有利于学生良好学习体验的获得。In this paper,based on the inquiry community theory and the dynamic scaffolding model of blended teaching,taking the Introduction to Logistics Management course as an example,we looked at students’learning characteristics and demand at different stages from the three dimensions of teaching presence,social presence,and cognitive presence,designed the dynamic scaffolding of blended teaching of different strength for different stages of the course,systematically constructed the blended teaching mode with deep integration of the online and offline elements from pre-class research,to in-class teaching,and finally to after-class study,and implemented the teaching practice on the Superstar Learning Platform.The result obtained showed that this model could effectively mobilize students’enthusiasm and initiative in learning,and proved conducive to students’acquisition of a good learning experience.

关 键 词：探究社区理论 混合式教学动态支架模型 混合式教学 教学模式 物流管理概论 

分 类 号：G712[文化科学—职业技术教育学]