在线课程与翻转课堂相结合的大学化学混合式教学实践

doi:10.3866/PKU.DXHX201906012

Abstract

Abstract:

This paper introduces the blended teaching practice of flipped classroom based on online course in college chemistry in Tianjin University since 2017, including the organization mode of teaching process, the selection of flipped leaning content, the proportion of flipped learning time in total class hours, the final test scores analysis and teaching reflection. In this study, flipped class hours accounted for 30%-50% of the total class hours and teaching content in which students had already accumulated some basic knowledge during middle school were selected in flipped classroom. The result showed that the teaching effect of flipped classroom was superior to that of traditional parallel class.

Key words: College chemistry, Flipped classroom, Online course, Blended teaching

MSC2000:

Haixia Qiu,Qiuhua Yang,Jianqiang Qu,Shen Li,Yalu Ma. Blended Teaching Practice of Online Course and Flipped Classroom in College Chemistry[J].University Chemistry, 2020, 35(2): 10-13.

Figures/Tables 5

References 10

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角色	任务
教师	将学生分组(5–6个学生一组)，提前布置小组团队任务和学生的个体任务，并给出评分标准
	对团队任务中每组的PPT和讲稿进行修改，提出修改意见并作适当指导
	鼓励学生在课程平台的讨论区发言，对讨论区学生的问题给予引导和适当提示
	根据学生的观看视频进度，利用平台的提示功能督促学生学习
学生	个体任务：根据个人基础观看下次见面课所涉及的视频、课件、拓展资料等课程资源，做平台上的测试，将不懂的问题提前发至在论坛上团队任务：组长对组员进行合理分工，每组负责3–5个视频知识点的提炼和答疑，并在见面课上进行PPT展示

评价内容	评价方法	成绩权重/%
章节测试	线下进行统一的闭卷考试	15
PPT展示	教师给出PPT制作、讲解、提问、答问等环节的评分标准和分值，并对每组评分，教师评分权重占40%；每组出一个评委，评委须对每组展示进行具体点评，每组得分为去掉最高分和最低分后的平均值，学生评分权重占60%	10
讨论发言	线上讨论区发帖+线下课堂发言	5

专业	平均分	> 90分/%	80–89分/%	70–79分/%	60–69分/%	不及格率/%
应用物理1–2班	71.3	13.3	30.0	21.7	11.7	23.3
机制1–4班	65.2	3.4	17.1	25.0	26.1	28.4

专业	平均分	> 90分/%	80–89分/%	70–79分/%	60–69分/%	不及格/%
土木1–3班	70.9	7.1	21.2	29.3	27.3	15.1
工程实验班1–2班	78.2	15.7	45.1	13.7	13.7	11.7
建环1–2班	74.8	15.6	43.8	12.5	15.6	12.5
翻转班平均成绩	74.6	12.8	36.9	18.5	18.8	13.1
传统教学2个对照班	73.6	5.0	38.3	21.7	15.0	20.0

翻转课时/课程总学时百分比/%	0	30	50	70
问卷调查学生赞成的百分比/%	3.4	53.3	30.0	13.3

Blended Teaching Practice of Online Course and Flipped Classroom in College Chemistry

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