本文選題：SPOC + 翻轉(zhuǎn)課堂�。� 參考：《高教探索》2017年01期

【摘要】：基于SPOC的翻轉(zhuǎn)課堂為高校教育教學(xué)注入了新鮮的血液,但是這種教學(xué)模式能否有效地應(yīng)用于高校還缺乏足夠的現(xiàn)實數(shù)據(jù)支持。在浙江工業(yè)大學(xué)開設(shè)的"多媒體教學(xué)資源開發(fā)"本科課程中,筆者運用超星泛雅課程平臺,針對融合SPOC的翻轉(zhuǎn)課堂教學(xué)模式進行實證研究,發(fā)現(xiàn)該教學(xué)模式并沒有提升學(xué)生的學(xué)習(xí)成績。通過數(shù)據(jù)分析,得出優(yōu)化精簡教學(xué)資源、提升教師課程設(shè)計能力、增強課堂互動三項對策,是翻轉(zhuǎn)課堂有效進行的保障。
[Abstract]:Flipping classroom based on SPOC has injected fresh blood into college education and teaching, but whether this teaching mode can be effectively applied to colleges and universities is still lack of enough practical data support. In the undergraduate course of "Development of Multimedia Teaching Resources" offered by Zhejiang University of Technology, the author makes an empirical study on the flipping classroom teaching mode of integrating SPOC with the platform of Super-Star Pan-elegant course. It was found that the teaching model did not improve students' academic performance. Through data analysis, it is concluded that optimizing and streamlining teaching resources, improving teachers' ability of curriculum design and enhancing classroom interaction are the guarantee for the effective implementation of flipping classroom.
【作者單位】： 浙江工業(yè)大學(xué)教務(wù)處;浙江工業(yè)大學(xué);
【基金】：長三角綠色制藥協(xié)同創(chuàng)新中心“高水平一流教學(xué)的體制機制改革研究”專項 2015年度浙江省教育技術(shù)研究規(guī)劃重點課題“基于混合現(xiàn)實的實踐教學(xué)翻轉(zhuǎn)課堂設(shè)計與應(yīng)用實踐”(JA002) 浙江工業(yè)大學(xué)2014年度校級精品開放課程(SPOC)建設(shè)項目“多媒體課程資源開發(fā)”(SPOC1414)研究成果
【分類號】：G434

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1 楊秀英;基于SPOC的初中英語教學(xué)研究與實踐[D];杭州師范大學(xué);2016年

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