大学化学 >> 2025, Vol. 40 >> Issue (2): 184-190.doi: 10.12461/PKU.DXHX202405034

所属专题： 非化学类专业化学课程建设与教学改革

教学研究与改革 上一篇    下一篇

基于ADDIE模型的国家线上线下混合式一流课程的构建与实践——以“无机及分析化学”课程为例

魏秋红, 吴秋华, 李慧亮, 王春   

  1. 河北农业大学理学院, 河北 保定 071001
  • 收稿日期:2024-05-07 录用日期:2024-08-14 发布日期:2025-02-22
  • 通讯作者: 吴秋华 E-mail:qiuhuawu@126.com
  • 基金资助:
    河北省高等教育教学改革研究与实践项目(2021GJJG093,2022GJJG102)；河北省省级研究生示范课程(YKCSZ2022048)；河北省教育科学“十四五规划”课题(2304323)

Construction and Practice of National Online and Offline Hybrid First-Class Courses Based on the ADDIE Model: Taking the “Inorganic and Analytical Chemistry” Course as an Example

Qiuhong Wei, Qiuhua Wu, Huiliang Li, Chun Wang   

  1. College of Science, Hebei Agricultural University, Baoding 071001, Hebei Province, China
  • Received:2024-05-07 Accepted:2024-08-14 Published:2025-02-22
  • Contact: Qiuhua Wu E-mail:qiuhuawu@126.com

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摘要： 在一流课程建设背景下，线上线下混合式一流课程的建设需要具体化的指导方案，本文遵循ADDIE (Analysis-Design-Development-Implementation-Evaluation)模型中的分析、设计、开发、实施和评价五个步骤，结合“学习通”智慧教学平台，构建了线上线下混合式一流课程建设的框架，并在“无机及分析化学”课程建设中进行了教学实践，阐释了ADDIE模型中五个阶段的详细步骤。该建设方案步骤明晰、易于应用，不仅指导了我校“无机及分析化学”国家一流课程的建设，提高了学生的学习能力和教师的教学水平，取得了显著的教学成效，还可为其他混合式一流课程建设提供参考方案，具有较强的推广应用价值。

关键词: 混合式一流课程, ADDIE模型, 无机及分析化学, 教学实践

Abstract: In the context of the construction of first-class courses, the development of online and offline hybrid first-class courses requires guidance schemes. This paper follows the five stages of the ADDIE model—analysis, design, development, implementation, and evaluation, integrating the “Learning App” smart teaching platform, to construct a framework for the development of online and offline hybrid first-class courses. This framework has been applied in the teaching practice of the “Inorganic and Analytical Chemistry” course, providing a detailed explanation of each stage in the ADDIE model. This construction plan is clear, easy to implement, and has not only guided the development of the national first-class course in “Inorganic and Analytical Chemistry” at our university, improving both student learning outcomes and teacher effectiveness, but also offers a reference scheme for the construction of other hybrid first-class courses, demonstrating strong potential for broad application.

Key words: Hybrid first-class course, ADDIE model, Inorganic and analytical chemistry, Teaching practice