高校应用BOPPPS教学模式的问题与对策  

On the Problems and Countermeasures of the Applying BOPPPS Teaching Mode in Colleges and Universities

作　　者：徐福江[1] XU Fujiang(Teacher Development Centre,Taizhou Vocational&Technical College,Taizhou 318000,China)

机构地区：[1]台州职业技术学院教师发展中心,浙江台州318000

出　　处：《宿州教育学院学报》2022年第5期34-38,共5页Journal of Suzhou Education Institute

基　　金：台州职业技术学院基于“双高”的公共课教师教学能力提升研究项目(xjg2019011)。

摘　　要：BOPPPS教学模式以其实践性和操作性强在教学领域受到欢迎,为教学提供了一个综合有序的理论模型,提高了课堂教学效率。但在实践过程中,此教学模式也存在各要素逻辑不当、学习主体性地位不强、生成性成果不足等问题。针对这些问题,结合教学实践和反思,对原有的BOPPPS教学模式进行重新设计,包括动态学习目标、师生共建学习任务和教学双重评价等三个方面。这样凸显了学生的学习主体地位,构建了师生互补共生的创造性教学生态。BOPPPS teaching model is popular in the teaching field because of its practicality and operability.It provides a comprehensive and orderly theoretical model for teaching and improves the efficiency and effect of classroom teaching.However,in the practice process,this teaching model also has some problems,such as improper logic of each element,weak status of learning subjectivity and insufficient generative results.To solve these problems,combining with teaching practice and reflection,we redesign the teaching mode,including three aspects:dynamic learning objectives,co-construction of learning tasks between teachers and students,and dual evaluation of teaching.By this way,students'learning status is highlighted,and a creative teaching ecology of complementary symbiosis between teachers and students is constructed.

关 键 词：BOPPPS 教学模式 问题 对策 

分 类 号：G642[文化科学—高等教育学]