“教育信息化2.0”更加注重教育与信息技术的深度融合,强调创新教与学是提高人才培养质量的重要途径。立足“互联网+教育”新教育生态,阐述SPOC和混合教学的基本内涵、优势及特征,分析混合教学模式的基础理论依据,构建基于SPOC的混合教学模式,包括教学准备、教学过程设计、考核评价设计三个环节,并以钢结构课程为例开展教学实践探索与反思。结果表明,基于SPOC的混合教学模式强化学生学习的主体地位,一定程度上提高了学生的学习深度,促进了实践应用、分析决策和批判思维等高阶目标的实现,增加了学生学习的获得感。同时,通过教学反思发现基于SPOC的混合教学模式对教育者和学习者提出了更高的能力要求,有待多方共同努力去不断提高和完善。

"Educational informatization 2.0" emphasize the deep integration of education and information technology. To improve the quality of talent training, the innovative teaching and learning needs to be highlighted. Based on the new educational ecology of “Internet + education”, this paper presents the basic concepts, advantages and characteristics of SPOC and blended teaching. The theoretical basis of the mixed teaching mode is discussed. A blended teaching mode based on SPOC is developed, including three parts, namely, teaching preparation, teaching process design and assessment design. The results show that the mixed teaching mode on the basis of SPOC strengthens the dominant position of students"" learning, which also improves learning depth, and promotes the realization of high-level teaching goals. At the same time, through teaching reflection, we deeply realize that the mixed teaching mode puts forward more challenged requirements for the educators and learners, which needs to be achieved by joint efforts of other parties.

G642.0

重庆市高等教育改革研究重点项目：SPOC混合式教学模式探索与实践——以土木类专业背景课程为例(编号：202133)；重庆市高等教育改革研究一般项目：新时代军事设施保障人才“三型合一”培养模式改革研究(编号：203550)