混合式教学设计的理念与框架——以中职《建筑工程计量与计价》课程为例  

The Concept and Framework of Blended Teaching Design——An Example of the Course of“Measurement and Pricing of Construction Works”for Secondary Vocational Schools

作　　者：蔡宗模[1,2] 侯羽 Cai Zongmo;Hou Yu(Chongqing University of Arts and Sciences,Yongchuan 402160;Sichuan University of Science&Engineering)

机构地区：[1]重庆文理学院西部高等教育研究中心,永川402160 [2]重庆文理学院期刊社,永川402160 [3]四川轻化工大学教育与心理科学学院

出　　处：《职业技术教育》2023年第14期39-44,共6页Vocational and Technical Education

基　　金：重庆市教委人文社会科学研究重点项目“职教新高考制度设计与政策协同研究”(22SKGH365),主持人:杨慷慨。

摘　　要：混合式教学设计的理论要素包括:目标清晰度是衡量教学有效性的首要准则;学习体验度是评估情境创设真实性的重要指标;师生交互度是判定双线融合程度的标准;个性施展度是评判因材施教的重要标准。选取中职《建筑工程计量与计价》课程“楼地面工程计量与计价”为例,围绕目标清晰度、学习体验度、师生交互度、个性施展度四个环节提出线上线下混合式教学设计的思路和路径:预设学习成果,明确设计方向;创设工作情境,激发学习兴趣;创新评价方式,强化学习动机;多元交互路径,提升沟通能力;引进智慧平台,赋能个性学习。The theoretical elements of blended teaching design includes that goal clarity is the primary criterion for measuring teaching effectiveness,learning experience is an important indicator for evaluating the authenticity of situational creation,and the degree of teacher-student interaction is the standard for determining the degree of dual line integration;Personality development is an important criterion for evaluating individualized teaching.Taking the course“Measurement and Pricing of Building Engineering”in vocational school as an example,this paper proposes the idea and path of online and offline hybrid teaching design around four aspects:goal clarity,learning experience,teacher-student interaction,and personalized implementation:preset learning outcomes,clarify design direction;create a work environment to stimulate learning interest;innovate evaluation methods and reinforcement learning motivation;multiple interaction paths to enhance communication skills;introduce smart platforms to empower personalized learning.

关 键 词：混合式教学 教学设计 中职课程 新型建构主义 

分 类 号：G712[文化科学—职业技术教育学]