基于探究社区理论模型的异步在线教学设计——以“网络消费者行为分析”课程为例  

Asynchronous Online Teaching Design Based on "Inquiry Community Theory Model"——Take the Course "Online Consumer Behavior Analysis" as an Example

作　　者：蔡爱丽[1] CAI Aili(Nanjing Vocational College of Information Technology,Nanjing 210098,China)

机构地区：[1]南京信息职业技术学院数字商务学院,江苏南京210098

出　　处：《江苏高职教育》2022年第5期84-90,共7页Jiangsu Higher Vocational Education

基　　金：江苏省高等职业院校专业带头人高端研修项目(个人访学研究)成果(编号:2020GRFX065)。

摘　　要：在线教学已成为全球高等教育的显著特征,教与学的时空分离决定了在线教学的特殊教学规律。以“网络消费者行为分析”课程为例,基于探究社区理论模型,围绕教学临场感、社会临场感和认知临场感的创造进行教学设计。明确教学设计原则、思路,对在线教学知识点进行重组,并以单个知识点为例具体阐述如何从课前、课中和课后三个环节进行设计,在提升临场感的同时提升学生的履责意识、团队合作能力以及正确对待冲突观点的能力。通过平台数据和学生评价,均发现基于探究社区理论模型的教学设计收到了良好的效果。Online education has become a prominent feature of global higher education, and the separation of time and space between teaching and learning determines the special teaching law of online teaching. Taking the course Analysis of Online Consumer Behavior as an example, based on "Community of Inquiry,(CoI)", a teaching design is carried out around the creation of teaching presence, social presence and cognitive presence.Also, the principles and ideas of the teaching design are clarified, the knowledge points of online teaching are reorganized, and a single knowledge point is taken as an example to specifically explain how to design from the three links of before, during and after class, so as to enhance students’ sense of responsibility, teamwork and ability to correctly deal with conflicting views while enhancing their sense of presence. Through the platform data and student evaluation, it is found that the teaching design based on " Community of Inquiry,(CoI)" has received good results.

关 键 词：探究社区理论模型 异步在线教学 临场感 课程思政 

分 类 号：G710[文化科学—职业技术教育学]