江苏省科技期刊可视化阅读平台

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江苏科技信息 ›› 2019, Vol. 36 ›› Issue (3): 63-66.doi: 10.1004-7530/2019-36-3-63

• 科教研究 • 上一篇    下一篇

双课堂教学方法支撑高等教育差异化学习目标分析——以实操类课程教学设计为例

王文轩   

  1. 南京信息职业技术学院,江苏 南京 210023
  • 出版日期:2019-01-30 发布日期:2019-07-09
  • 作者简介:王文轩（1982— ）,女,江苏新沂人,讲师,博士;研究方向：信息化教学,课堂教学与线上学习。
  • 基金资助:
    江苏省现代教育技术研究2017年度课题;项目名称：翻转课堂背景下基于线上线下的“双课堂”教学模式设计与实践(2017-R-55276);江苏省高等教育教学改革研究课题;项目名称：高职教育顶石课程（Capstone Course）的研究与实践——以南京信息职业技术学院《毕业设计》课程改革为例(2017JSJG377)

Research on the differentiated learning of high education based on dual-classrooms teaching method：taking the teaching design of practical exercise courses as an example

Wenxuan Wang   

  1. Nanjing Vocational College of Information Technology, Nanjing 210023, China
  • Online:2019-01-30 Published:2019-07-09

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摘要：

文章探索了高等教育差异化学习目标的实现方法,从教学目标、教学任务设计、教学评价标准、目标达成度4个方面阐述差异化学习原则。以实操类课程为例,通过解构课程将课程内容划分成多个知识点,通过重构课堂将原有教学班级分为“自主课堂、探究课堂”的双课堂。在双课堂教学组织过程中,文章结合课内课外翻转课堂,设计两个课堂的基础任务单、综合任务单,构建差异化学习的评价标准。在162名高校学习者中开展教学实践及学习效果、满意度调查,对双课堂教学方法的应用进行了验证和分析。

关键词: 双课堂, 翻转课堂, 差异化学习, 评价标准

Abstract:

This paper explores the methods of realizing the differentiated learning in higher education, and elaborates the principles of differentiated learning from four aspects: teaching objectives, design of teaching tasks, teaching evaluation standards, and degree of achievement of objectives. Taking the practical exercise course as an example, the course content is divided into several knowledge points by deconstructing the course, and the original teaching class is divided into two classes of “independent class and inquiry class” by reconstructing the classroom. In the dual-classroom teaching organization process, this paper combined with the inside and outside flipped classroom, designs two lists contained the basic task list and the comprehensive task list to build the evaluation standard of differentiated learning. A survey of teaching practice investigated learning effect and satisfaction was carried out among 162 college learners, and the application of the dual-classrooms teaching method is verified and analyzed.

Key words: dual-classrooms, flipped classroom, differentiated learning, evaluation standard

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