基于BOPPPS模型的线上线下混合式教学改革实践——以“学前心理学”课程为例  

Online and Offline Hybrid Teaching Reform Based on BOPPPS Model——Taking the Preschool Psychology Course as an Example

作　　者：朱龙凤 ZHU Longfeng(Fuyang Preschool Teachers College,Fuyang Anhui 236000,China)

机构地区：[1]阜阳幼儿师范高等专科学校学前教育学院,安徽阜阳236000

出　　处：《重庆电子工程职业学院学报》2023年第3期81-89,共9页Journal of Chongqing College of Electronic Engineering

基　　金：安徽省教学示范课项目“学前心理学”(项目编号:2020SJJXSFK1918);安徽省重点教学研究项目“基于师范生教育实践能力培养的心理学教学改革与实践研究”(项目编号:2021jyxm1124);安徽省课程思政示范课程项目“小学心理学”(项目编号:2021kcszsfkc311)的研究成果之一。

摘　　要：随着现代信息技术与教学深度融合,线上线下混合式教学逐渐成为教育教学改革的重点。根据“学前心理学”的课程目标和学科特点,借鉴BOPPPS模型,即导入、目标、前测、参与式学习、后测和总结等六个环节,融合素质教育与专业培养、知识传授与能力提升,实施课前、课中、课后相衔接以及线上线下相结合的混合式教学设计,重视参与式学习,强化实践应用能力,优化课程内容设计,强调教学质量、多元化评价,学业与就业无缝对接。强调学生自主学习能力、团队协作能力、实践应用能力和创新能力的发展,科学设计教育教学过程,推动学前教育专业人才培养质量的持续提升。With the deep integration of modern information technology and teaching,online and of⁃fline hybrid teaching has gradually become the focus of educational and teaching reform.According to the curriculum goal and subject characteristics of preschool psychology,the BOPPPS model is used for reference,which consists of six links such as introduction,goal,pre-test,participatory learning,posttest and summary to integrate the liberal education and professional development,knowledge delivery and capability enhancement and implement a hybrid instructional design that integrates pre-class,inclass and after-class as well as online and offline.The teaching reform emphasizes participatory learn⁃ing,strengthens practical application ability,optimizes curriculum design and emphasizes teaching qual⁃ity,diversified evaluation and seamless integration of study and employment,the development of stu⁃dents’ability of independent learning,team cooperation,practical application and innovation and treats the teaching process seriously to promote the continuous improvement of the quality of pre-school edu⁃cation talents.

关 键 词：BOPPPS模型 线上线下混合式教学 学前心理学 

分 类 号：G642[文化科学—高等教育学]