基于“共性+个性”大数据学情分析的课程教学设计研究  

Research on Curriculum Teaching Design Based on"Generality+Individuality"Big Data Learning Analysis

作　　者：杨思斯[1] Yang Sisi(Hunan Polytechnic of Water Resources and Electric Power,Changsha,410131,China)

机构地区：[1]湖南水利水电职业技术学院,湖南长沙410131

出　　处：《中国现代教育装备》2022年第21期172-174,181,共4页China Modern Educational Equipment

基　　金：湖南水利水电职业技术学院委托课题《电力系统自动化技术专业分层教学课程资源开发研究》(编号:XJWT202004)。

摘　　要：依托大数据,根据“共性+个性”的分析原则,采用调查问卷、前导课程成绩分析等方式了解学生的学习态度、学习基础等情况,进而以学情分析为基础,对电气设备运行与维护课程进行差异化的教学设计,真正做到因材施教。采用“学—问—思—辨—行”五环节教学模式,融入“瞩目的成就、榜样的力量、深厚的文化、沉痛的教训”四维度课程思政元素,提高了教学效果,实现了课程教学目标。Relying on big data,according to the analysis principle of"commonness+individuality",the students'learning attitude,learning basis,etc.are understood by means of questionnaires,leading course score analysis,etc.,and then based on the analysis of learning conditions,the electrical equipment operation and maintenance course is designed differently to truly teach students in accordance with their aptitude.The five link teaching mode of"learning,asking,thinking,distinguishing and acting"is adopted,and the four dimension curriculum ideological and political elements of"eye-catching achievements,power of models,profound culture and painful lessons"are integrated,which improves the teaching effect and realizes the curriculum teaching objectives.

关 键 词：学情分析 课程思政 教学设计 

分 类 号：G712[文化科学—职业技术教育学] TM50-4[文化科学—教育学]