BOPPPS混合教学模式下农业高校课程考核改革与实践  

作　　者：战英策 王坤[1] 黄伟东 

机构地区：[1]黑龙江八一农垦大学,黑龙江大庆163319

出　　处：《智慧农业导刊》2022年第22期107-110,共4页JOURNAL OF SMART AGRICULTURE

基　　金：黑龙江省高等教育教学改革项目思想政治理论课及“习近平新时代中国特色社会主义思想”专题教学改革研究专项指导项目(SJGSZD2020052);黑龙江省教育教学“十四五”规划重点课题(GJB1421188);黑龙江省省属高等学校基本科研业务费科研项目(RRCQC202104);黑龙江八一农垦大学教学研究课题(NDJY2030,NDJY2031)。

摘　　要：在“互联网+教育”背景下,农业院校更应抓住机遇,加快课程改革的步伐。作者着眼学生的长远发展、注重学生的学习实效、尊重学生的个体差异,将BOPPPS教育模式的6个阶段融合在课前、课中、课后教学过程,建立更加多元化、立体化的考核方式,对学生参与学习的全过程进行持续性评价。通过2年教学实践证明,BOPPPS混合教学模式相较于传统教学方式,可以提高学生学习效率和学习效果,激发学习热情,提升高校教师教学水平。In the context of"Internet plus Education",agricultural colleges and universities should seize the opportunity to speed up the pace of curriculum reform.Focusing on students'long-term development,paying attention to students'learning effectiveness and respecting students'individual differences,the author integrates the six stages of BOPPPS education model into the teaching process before,during and after class to establish a more diversified and three-dimensional assessment method to continuously evaluate the whole process of students'participation in learning.Through two years of teaching practice,it is proved that compared with traditional teaching methods,BOPPPS mixed teaching mode can improve students'learning efficiency and learning effect,stimulate learning enthusiasm and improve the teaching level of university teachers.

关 键 词：课程考核 BOPPPS 混合教学模式 农业高校 教学方法 

分 类 号：G642[文化科学—高等教育学]