跨越“混合”:融合式教学创新的四重维度  

Evolution from Blended Learning to Hybrid Learning: Four Reform Dimensions

作　　者：车剑飞[1] CHE Jianfei(School of Chemistry and Chemical Engineering,Nanjing University of Science and Technology,Nanjing,Jiangsu,210094)

机构地区：[1]南京理工大学化学与化工学院,江苏南京210014

出　　处：《南京理工大学学报（社会科学版）》2023年第1期73-79,共7页Journal of Nanjing University of Science and Technology：Social Sciences

基　　金：首届国家级一流本科课程建设项目“高分子:产品设计新灵感”(2020);江苏省一流本科课程建设项目“高分子材料及应用”(2021);江苏省高校课程思政示范课程建设项目“高分子化学”(2021)。

摘　　要：信息技术和高等教育的深度融合创新已成为“中国教育现代化2035”的核心内容。混合式教学在经历一系列的演变和发展后,必然会发生质的变化,进阶为一种新的“融合式”教学范式。融合式教学不仅仅是简单的技术混合,而是通过学科、思政、模式、方法四个维度融合创新所实现的理念、内容、方式和技术全面革新。让新的教学理念与教学模式与“新工科”建设相结合,实现“以立德树人为引领,以应对变化、塑造未来为建设理念,以继承与创新、交叉与融合、协调与共享为主要途径,培养未来多元化、创新型卓越工程人才”新工科人才培养目标。An in-depth integration and innovation of information technology and advanced education occupies the core of China’s Education Modernization 2035 Plan. Fundamental changes are bound to take place after a series of evolution and development, towards brand-new hybrid learning. The hybrid learning is not a mere and simple mechanical combination of different technologies, but an overall reform of ideas, contents, methods and techniques in terms of an organic synthesis in various disciplines, ideological education, modes and methodologies. Hybrid learning combined educational concepts, teaching modes and “New Engineering” construction would play the guiding role in “virtue-oriented, change-oriented and future-oriented” education. Therefore, major education routes will include various combinations, namely, heritance and innovation, intersection and integration, coordination and sharing, etc. It struggles toward the ultimate goals of cultivating multi-variant and innovative engineering talents.

关 键 词：融合式教学 混合式教学 教育现代化 

分 类 号：G642[文化科学—高等教育学]