大学物理课程“三驱动一精准”的探究式教学模式探索  

Exploring the Hands-On Inquiry Based Learning Mode of “Three Drivers and One Precision” in University Physics Courses

作　　者：高磊[1] 刘子龙 王芳[1] 陈少华[1] 林春丹[1] 张万松[1] 

机构地区：[1]中国石油大学(北京)理学院,北京

出　　处：《教育进展》2023年第3期911-917,共7页Advances in Education

摘　　要：以提高学生自主学习的主动性为出发点,本研究从课程内容重构入手,依托线上教学平台,围绕内容重构、过程性评价、自主学习三大要点,分为课前、课中、课后、评价四大阶段进行探究式教学设计,建立了“三驱动一精准”的探究式教学模式。在教学中将“思政元素”贯彻课程全过程,课程思政成为学习需求的内驱力。课程通过应用智慧教学平台,实现课程教学和学习全过程数据采集,对于教学内容掌握,知识点的深层次应用等教学效果进行及时精准反馈,不仅有利于教师的教学反思、提升,而且为学生提供精准指导,让学习者最终达到“学有所成”。Starting from improving the initiative of students’ autonomous learning, this study starts with the reconstruction of course content, and based on the online teaching platform, around the three main points of content reconstruction, process evaluation and autonomous learning, it is divided into four stages: preclass, inclass, after-class and evaluation, and an hands-on inquiry based learning mode of “three drives and one precision” is established. In the teaching, the “thinking and politics element” is implemented throughout the course, and the course thinking and politics become the internal driving force of learning needs. Through the application of intelligent teaching platform, the course realizes the data collection of the whole process of teaching and learning, and provides timely and accurate feedback on the teaching effect such as the mastery of teaching contents and the deeper application of knowledge points, which is not only conducive to the teachers’ teaching reflection and improvement, but also provides accurate guidance for students, so that learners can finally achieve “learning success”.

关 键 词：自主学习 内容重构 过程性评价 探究式教学 

分 类 号：G63[文化科学—教育学]