本文選題：混合教學(xué)改革 + 推進(jìn)措施��； 參考：《現(xiàn)代遠(yuǎn)程教育研究》2017年05期

【摘要】：混合教學(xué)改革被視為信息技術(shù)與教育深度融合的核心,日益受到國(guó)內(nèi)外關(guān)注。然而,如何評(píng)價(jià)混合教學(xué)改革效果并采取有效的推進(jìn)措施,成為制約混合教學(xué)改革深化的瓶頸。格拉漢姆等人的院�；旌辖谈拇胧┛蚣�,以及UNESCO院�；旌辖谈哪芰蚣�,都能對(duì)院�；旌辖谈默F(xiàn)狀進(jìn)行較為全面的描述,為院校定位自身所處階段以及制訂改進(jìn)方案提供可操作的指南。但是這些研究提供的只是一個(gè)離散的階段劃分方法,對(duì)處于起步階段和較為成熟階段的院校,定位較為準(zhǔn)確;對(duì)正在發(fā)展的院校,則存在不易定位的問題。從6所高等職業(yè)院校的混合教學(xué)改革現(xiàn)狀調(diào)查,以及5118名參與教師的線上行為數(shù)據(jù)分析表明:對(duì)于混合教改階段的特征描述不能僅局限于混合教改的措施,還應(yīng)結(jié)合實(shí)施效果,如教師群體教學(xué)行為水平的提升,來評(píng)價(jià)院校所處階段,進(jìn)而細(xì)化改革措施。深化混合教學(xué)改革具有系統(tǒng)工程屬性,需要上升至混合教育的高度開展系統(tǒng)化研究,即從課程、專業(yè)和學(xué)校三個(gè)層面,以及理論探索、技術(shù)構(gòu)建和組織方案三個(gè)維度整體深化混合教育教學(xué)改革的研究和實(shí)踐。
[Abstract]:The reform of mixed teaching is regarded as the core of the deep integration of information technology and education, and has been paid more and more attention at home and abroad. However, how to evaluate the effect of mixed teaching reform and take effective measures to promote it has become a bottleneck restricting the deepening of mixed teaching reform. Graham et al.'s framework of mixed educational reform measures and UNESCO's mixed educational reform capability framework can provide a more comprehensive description of the current situation of mixed educational reform in colleges and universities Provides operational guidance for colleges to position themselves at their stages and develop improvement programs. However, these studies only provide a discrete method of stage division, which is more accurate for the institutions in the initial stage and relatively mature stage, but difficult to locate for the developing universities. From the investigation of the current situation of the mixed teaching reform in 6 higher vocational colleges and the analysis of the online behavior data of 5118 teachers involved, it is shown that the characteristic description of the mixed teaching reform stage should not only be limited to the measures of the mixed teaching reform, but also should be combined with the effect of the implementation. For example, the improvement of teachers' teaching behavior level, to evaluate the stage of colleges and universities, and further refine the reform measures. Deepening the reform of mixed teaching has the property of system engineering, and needs to be raised to the level of mixed education to carry out systematic research, that is, from the three levels of curriculum, specialty and school, as well as theoretical exploration. The three dimensions of technology construction and organization plan deepen the research and practice of the teaching reform of mixed education.
【作者單位】： 清華大學(xué)教育研究院;
【基金】：北京市教育科學(xué)規(guī)劃重點(diǎn)課題“基于網(wǎng)絡(luò)教學(xué)平臺(tái)的學(xué)習(xí)分析研究”(AJA13146)
【分類號(hào)】：G434

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