基于BOPPPS教学模式对高校教师角色定位的思考  

Reflections on the Role Positioning of University Teachers Based on the BOPPPS Teaching Model

作　　者：李艳萍[1] 林琼[1] 邵继征 LI Yan-ping;LIN Qiong;SHAO Ji-zheng(School of Medicine,Foshan University,Foshan 528225,China)

机构地区：[1]佛山科学技术学院医学院,广东佛山528225

出　　处：《海峡药学》2025年第1期35-38,共4页Strait Pharmaceutical Journal

基　　金：广东省本科高校教学质量与教学改革工程建设项目“基于以学生为中心理念的仪器分析“学习通+BOPPPS”教学改革与实践”;佛山科学技术学院课程思政教学改革与实践示范项目《药学导论》。

摘　　要：随着互联网教学资源的建设,大学生的学习途径多样化,传统大学教学正面临着严峻挑战,对高校教师的角色定位也提出了新的要求。BOPPPS教学模式由六个前后衔接的环节共同组成,强调学生主动学习,在多门课程中已证实能够提高学生学习效果,增加学生的学习参与度。为了更好地开展BOPPPS教学,高校教师需要从知识传授者转变为教学设计者、课堂组织者、学生引导者和效果评估者,主动转变教学理念,提高沟通技巧,增强组织和引导能力,并且积极开展教学反思,不断提高BOPPPS实践技巧。With the construction of internet teaching resources,the learning approaches of college students have become diversified.Traditional university teaching is facing severe challenges,which also pose new requirements for the role positioning of university teachers.The BOPPPS teaching model consists of six interconnected stages,emphasizing active student learning.It has been proven effective in multiple courses to improve students'learning outcomes and increase their engagement.In order to better implement BOPPPS teaching,university teachers need to shift from being knowledge providers to being instructional designers,classroom organizers,student guides,and evaluators of effectiveness.They should actively change teaching philosophies,improve communication skills,enhance organizational and guiding abilities,and actively engage in teaching reflection to continually improve BOPPPS practice.

关 键 词：BOPPPS 大学教学 高校教师 角色定位 组织引导 

分 类 号：G64[文化科学—高等教育学]