| 杨晶晶,刘延飞,李琪.对话框架视角下混合式教学模式的构建及其应用[J].军事高等教育研究,2023,46(2):62-69 |
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| 对话框架视角下混合式教学模式的构建及其应用 |
| Construction and Practice of Blended Teaching Mode from the Perspective of Dialogue Framework |
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| DOI： |
| 中文关键词: 对话框架 BOPPPS 混合式教学 |
| Key Words:dialogue framework BOPPPS blended teaching |
| 基金项目:全国教育科学国防军事教育学科“十四五”规划课题（JYKYB2021007） |
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| 中文摘要: |
| 对话框架是整合了行为主义、认知主义、建构主义、概念学习、合作学习等成果而设计出的影响学生学习过程的四个循环，紧紧围绕学习发生的两个层面——概念学习和运用概念的实践，构建学生的学习过程并形成教学活动步骤。以对话框架作为教学模式和行为设计的基本原则，针对混合式教学的课前、课中、课后三个环节，以BOPPPS教学法为主线，利用对话框架中的四个循环和线条设计教学，组织学习过程，关注学习细节，提供学习支持，构建了基于对话框架的混合式教学模式，并选取高等教育工科院校必修的一门专业基础课程“数字电子技术”作为研究案例进行教学实施。从客观考试数据、满意度调查、竞赛参与及获奖调查三个方面对案例实施效果的有效性进行验证。研究结果表明，基于对话框架的混合式教学模式，通过四个循环中教学活动的多次迭代有效调动了学生学习的积极性和主动性，有效提升了学生的自主学习能力和工程实践能力，为高等教育混合式教学提供了一种切实可行的方案。 |
| Abstract: |
| The dialogue framework is designed to integrate the achievements of behaviorism，cognitivism，constructivism，concept learning，cooperative learning and other aspects to influence the students’learning process. It closely centers on the two levels of learning——concept learning and the practice of using concepts，and constructs the students’learning process to form teaching steps. With the dialogue framework as the basic principle of teaching mode and behavior design，BOPPPS teaching method as the main line，and before class，during class and after class as the three links of mixed teaching，a blended teaching model was built，using the four cycles and lines in the dialogue framework to design teaching，organize learning process，pay attention to learning details，and provide learning support. Digital Electronic Technology，a compulsory professional basic course in engineering colleges of higher education，was selected as a research case for teaching implementation. The effectiveness of the case implementation was verified from three aspects：objective examination data，satisfaction survey，competition participation and award survey. The research results show that the mixed teaching mode based on dialogue framework effectively mobilizes students’enthusiasm and initiative in learning through multiple iterations of teaching activities in the four cycles，effectively improved students’autonomous learning ability and engineering practice ability，and provided a practical model for mixed teaching in higher education. |
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