关于“线上+线下”混合教学模式中课程因素的调查与研究  

Investigation and Research on the Curriculum Factors of in"Online+Offline"Integrated Teaching Mode

作　　者：陈志军 张敏 田红磊[1] 董晓芳[1] 李春莲 CHEN Zhijun;ZHANG Min;TIAN Honglei;DONG Xiaofang;LI Chunlian(Tangshan Polytechnic College,Tangshan 063299,China)

机构地区：[1]唐山工业职业技术学院,河北唐山063299

出　　处：《工业技术与职业教育》2024年第1期37-40,46,共5页Industrial Technology and Vocational Education

基　　金：2023年度河北省高等学校科学研究项目“高质量发展背景下高职院校学前教育专业‘三教’改革路径研究”(项目编号:SZ2023072),主持人田红磊。

摘　　要：以唐山工业职业技术学院高职生为研究对象,基于问卷调查法对“线上+线下”混合教学模式中的课程因素进行调研,收集了课程资源、课程内容和课程评估3方面相关数据,借助IBM SPSS Statistics 2.0软件进行差异性检验和相关性分析。结果显示,在“线上”教学资源形式和类型上,通识课程比专业课程更具有多样性;在课程内部结构因素的关系上,通识课程比专业课程更为紧密,且相互间存在更为积极的促进作用。究其原因,课程自身的稳定程度是导致上述结果的重要因素。专业课程的动态性要求专业课教师需提高自身对职业教育需求的敏感性和前瞻性,具备“一专多能”的教学能力。Taking higher vocational students from Tangshan Polytechnic College as the research object,we have conducted a survey on the curriculum factors in the"online+offline"mixed teaching mode based on the questionnaire survey,the relevant data on course resources,course content and course evaluation were collected,and correlation analysis and difference test for the data were performed with the help of IBM SPSS Statistics 2.0.The results show that general courses are more varied than professional courses in terms of the forms and types of online teaching resources;the structure of general education courses is more compact than professional courses in terms of the relationship between internal structural factors in the course and there is a positive promoting effect on each other.The stability of the course itself is an important factor leading to the above results.The dynamic nature of professional courses requires teachers to enhance their sensitivity and foresight in the demands of vocational education,and possess the teaching ability of"expert in one and good at many".

关 键 词：高职语文 特色化 教学模式 应用 

分 类 号：G712[文化科学—职业技术教育学]