OMO学习空间的构建与教学模式设计——以《传感与检测技术》课程为例  

Construction of the OMO Learning Space and Design of Teaching Mode-Taking the Course of〈Sensing and Detection Technology〉as an Example

作　　者：蒋月红[1] Jiang Yuehong(Suzhou Vocational Technical School,Suzhou 210008,China)

机构地区：[1]苏州高等职业技术学校,苏州215008

出　　处：《办公自动化》2023年第20期29-31,共3页Office Informatization

基　　金：苏州市教育科学“十四五”规划课题:大数据时代OMO学习方式在《传感与检测技术》课程中的实践研究(2021/LX/02/239/11);第五期江苏省职业教育教学改革研究课题“:思政融入·课赛融通·校企融合”五年制高职机电专业群人才培养的实践研究——以苏州高等职业技术学校为例(ZCZ62)。

摘　　要：基于信息技术的快速发展,OMO教学模式更能适应职业教育新的发展需求。文章以《传感与检测技术》课程为例,从OMO学习空间的构建、教育模式的设计两方面出发,着重研究OMO教育模式落地实践的具体方法。OMO学习空间中全结构的融合,让学习者体验一站式的学习服务;也让教学者更高效地教学;此外,OMO学习空间中教学评价的构建也让OMO教学模式更完善。文章旨在通过研究OMO教学模式,提高学生的学习兴趣,培养学生解决复杂问题的综合能力,促进学生全面发展,提升学生的职业素养。With the rapid development of information technology,OMO teaching mode can adapt better to the new development needs of vocational education.Taking the course of〈Sensing and Detection Technology〉as an example,this paper focuses on the specific methods of OMO education mode implementation from two aspects:The construction of OMO learning space and the design of education mode.The integration of the whole structure in OMO learning space allows learners to experience one-stop learning services;It also helps teachers to teach more efficiently.In addition,the construction of teaching evaluation in OMO learning space also makes OMO teaching mode more perfect.This paper aims to improve students'learning interest,cultivate students'comprehensive ability to solve complex problems,promote students'all-round development and enhance the students'professional quality by studying OMO teaching mode.

关 键 词：OMO学习空间 教学模式 评价系统 

分 类 号：G718.5[文化科学—职业技术教育学] G423.07[文化科学—教育学]