| 徐健,王斌,向春钢,钟圣.基于BOPPPS的线上线下混合式军士任职岗位课程教学模式探索与实践——以“卫星通信网综合运用”课程为例[J].军事高等教育研究,2026,49(2):80-87 |
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| 基于BOPPPS的线上线下混合式军士任职岗位课程教学模式探索与实践——以“卫星通信网综合运用”课程为例 |
| Exploration and Practice of a Blended Online and Offline Teaching Model for NCO Career-Oriented Courses Based on the BOPPPS Framework —Taking the Course of“Comprehensive Application of Satellite Communication Network”as an Example |
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| DOI：10.3969/j.issn.2097-4043.2026.02.012 |
| 中文关键词: BOPPPS 线上线下 混合式教学 任职岗位课程 |
| Key Words:BOPPPS online and offline blended teaching career-oriented courses |
| 基金项目:2025年度信息支援部队工程大学教育教学研究课题（JY20253040）；2025年度军队院校士官教育联席会教育科研课题（SJL2025007）；2025年度信息支援部队工程大学教学成果培育课题 |
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| 中文摘要: |
| 为破解军士任职岗位课程教学中存在的“内容更新慢、学生差异大、评价手段单一”三大问题，文章基于传统BOPPPS模型，结合军士任职岗位课程典型特征，对其进行了“三阶段（课前、课中、课后）、两空间（线上、线下）、七环节”的适应性重构设计，提出了一个融合“岗位动态对接机制”“多元过程性评价体系”等的线上线下混合式教学模式。同时，以“卫星通信网综合运用”课程为例，详细阐述了该模式的具体实施策略。采用该模式后，学生线下学习参与度达95%，章节测验平均通过率较传统模式提升约17%。在期末考核难度增大的情况下，学生平均成绩仍提高了4分。教学实践结果表明，基于BOPPPS的线上线下混合式教学模式能增强任职岗位课程的教学效能，对培养学生的自主探究能力和岗位实践能力具有重要促进作用，也为同类课程的教学改革提供了可借鉴的范式。 |
| Abstract: |
| To address the three primary challenges in Non-Commissioned Officer（NCO）career-oriented courses—namely，outdated content，significant heterogeneity among learners，and limited assessment methods—this study seeks to capitalize on the benefits of blended learning by designing an innovative instructional model aimed at improving both teaching quality and students’professional competence. Following the conventional BOPPPS framework and adapting it to the specific demands of career-oriented education，this research introduces a reconfigured blended learning model organized around“three stages（pre-class，in-class，post-class），two learning environments（online and offline），and seven instructional elements”. The model integrates mechanisms for“dynamic alignment with post requirements”and a“multidimensional process-based evaluation system”. Using the course“Comprehensive Application of Satellite Communication Networks”as an illustrative case，the paper elaborates on the concrete implementation strategies of the proposed approach. Empirical teaching practice results indicate that following the implementation of this model，student offline participation reached 95%，and the average chapter quiz pass rate increased by approximately 17% compared to traditional instruction. Despite heightened difficulty in the final assessment，the average student score still rose by 4 points. These outcomes suggest that the blended teaching model enhances instructional effectiveness，promotes students’autonomous learning and practical professional skills，and offers a referential paradigm for similar course reforms. |
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