土力学课程SPOC翻转课堂教学模式构建与应用  

The Construction and Application of SPOC Flipped Classroom Teaching Mode of Soil Mechanics Class

作　　者：裴巧玲[1] 王军保[2] PEI Qiaoling;WANG Junbao(Huaqing College,Xi’an University of Architecture and Technology,Xi’an 710043;School of Civil Engineering,Xi’an University of Architecture and Technology,Xi’an 710055,Shaanxi,China)

机构地区：[1]西安建筑科技大学华清学院,陕西西安710043 [2]西安建筑科技大学土木工程学院,陕西西安710055

出　　处：《安徽工业大学学报（社会科学版）》2024年第2期66-70,共5页Journal of Anhui University of Technology：Social Sciences

基　　金：教育部产学合作协同育人项目:面向“新工科”应用型高校土木类课程群建设(231004699305039);陕西省高等教育科学研究项目(XGH19253);陕西省大学生创新创业训练计划项目(S201913679013);西安建筑科技大学华清学院高等教育教学改革研究改革项目(21JG01)。

摘　　要：以学习共同体为理论基础,根据布鲁姆教育目标分类,采用“问题导向”与“交互教学”相互促进的教学策略,构建课前、课中、课后三个阶段的“五导一促”SPOC翻转课堂教学模式,并将其应用于土力学课程的教学实践。课前“导学”促进学习者主动学习、激发学习者兴趣;课中“导研、导悟、导思”以解决问题为抓手,通过师生交互、生生交互使学习者实现知识迁移内化;课后“导达”以问题拓展为核心,通过反思巩固进行问题拓展,促进了学习者高阶思维的培养。Based on the theory of learning community and Bloom’s educational objectives classification,a teaching strategy of“problem oriented”and“interactive teaching”is adopted to promote each other.A“five guidance and one promotion”SPOC flipped classroom teaching model is constructed in three stages:pre class,in class,and post class,and applied to the teaching practice of soil mechanics courses.Pre class guidance promotes active learning among learners and stimulates their interest.In class,“guiding research,understanding,and thinking”takes problem-solving as the starting point,and through teacher-student interaction and student-student interaction,learners can achieve internalization of knowledge transfer.After class guidance focuses on problem expansion,and through reflection and consolidation,it promotes the cultivation of higher-order thinking in learners.

关 键 词：土力学 翻转课堂 问题导向 交互教学 

分 类 号：G642.0[文化科学—高等教育学]