线上线下混合式有效教学的策略与实践:以微生物学为例  

Strategy and practice of online and offline effective blended teaching: taking Microbiology course as an example

作　　者：孙飞龙[1] 宁景叶 刘高敏 沈玲[1] 王晓军[1] SUN Feilong;NING Jingye;LIU Gaomin;SHEN Ling;WANG Xiaojun(School of Environmental and Chemical Engineering,Xi’an Polytechnic University,Xi’an 710600,Shaanxi,China)

机构地区：[1]西安工程大学环境与化学工程学院,陕西西安710600

出　　处：《微生物学通报》2022年第11期4909-4917,共9页Microbiology China

基　　金：2020年西安工程大学一流本科课程建设项目(20070906)。

摘　　要：受新型冠状病毒肺炎疫情影响,线上线下混合式教学模式逐渐成为教学新常态。如何提升教学效果,确保线上线下实质等效,实现有效教学是关键。本课程团队秉承“以学生的发展为中心、以结果为导向、持续改进”的教学理念,针对目前教学中存在的问题,在分析和把握学生学习特征及认知方式,线上教学资源建设及教学内容优化的基础上,使用O-AMAS有效教学模型,重新构建了微生物学课程的教学过程,采用多元化教学模式,实施有效测评和反馈,通过简单总结促进深度学习,充分调动学生自主学习的积极性,有效提升了课程的教学效果。Influenced by the epidemic of Covid-19 pneumonia, online and offline blended teaching has gradually become a new normal teaching mode. How to improve the teaching effect, ensure the substantive equivalence between online teaching and offline teaching, and realize effective teaching is the key. Adhering to the teaching philosophy of student-centered, result-oriented and continuous improvement, and aiming at the problems existing in the current Microbiology teaching, the course team used the effective teaching mode of O-AMAS to reconstruct the teaching process of Microbiology course based on the analysis and grasp of students’ learning characteristics and cognitive style,construction of online teaching resources and optimization of teaching content. Our team adopted a diversified teaching mode, implemented effective evaluation and feedback, promoted deep learning through simple summary, and fully mobilized students’ enthusiasm for autonomous learning, thus enhancing the teaching effect of the course.

关 键 词：混合式教学 有效教学 O-AMAS 微生物学 

分 类 号：G642[文化科学—高等教育学] Q93-4[文化科学—教育学]