数字化时代本科生课程混合教学模式研究  

作　　者：白昱 揣雅惠 刘广文[1] 王英志[1] 张勇[1] 

机构地区：[1]长春理工大学,长春130022

出　　处：《高教学刊》2025年第5期112-115,共4页Journal of Higher Education

基　　金：吉林省教育科学“十四五”规划2024年度课题一般课题“生成式人工智能对高校课堂教学的挑战与应对策略研究——以《检测技术及传感器》课程为例”(GH24152);2022年吉林省高教科研课题项目“数字化时代基于一流课程建设的《检测技术及传感器》线上线下混合式教学模式改革研究”(JGJX2022C21)。

摘　　要：数字化时代,线上线下混合(OMO)教学模式将网络学习与现场教学高效融合,从而提高学生的学习主动性和学习效率,成为未来高等教育发展的新趋向。该文通过阐述分析线上线下混合(OMO)教学模式的特征,并具体介绍分析检测技术及传感器课程线上线下混合教学改革的总体思路和具体举措,进而深入进行数字化时代线上线下混合(OMO)教学应用于本科生课程教学的思考,以期逐步构建“以学生为中心”的教学观,借助技术手段,本科生课程教学向个性、精准、智能化转型,进一步助力数字化时代本科生课程智慧课堂的构建和数字化教育的发展。In the digital era,the Online-Merge-Offline(OMO)pedagogy mode effectively integrates online learning and on-site teaching,thus improving students'learning initiative and learning efficiency,and becoming a new trend in the development of higher education in the future.This paper expounds and analyzes the characteristics of the Online-Merge-Offline(OMO)pedagogy mode.This specifically introduces and analyzes the overall thinking and specific measures of the Online-Merge-Offline pedagogy reform of the course"Sensors and Detection Technology",and then carries out in-depth thinking on the application of Online-Merge-Offline(OMO)pedagogy to undergraduate course teaching in the digital era,with a view to gradually building a"student-centered"teaching concept.With the help of technical means,undergraduate course pedagogy will be transformed to individuality,accuracy,and intelligence,and further help the construction of undergraduate course smart classroom and the development of digital education in the digital era.

关 键 词：数字化时代 本科生课程 线上线下混合模式 智慧课堂 传感器 

分 类 号：G642[文化科学—高等教育学]