"W +翻转教室"和"B + BOPPPS"教学模式的创新整合,以提高学习成果
Li Siqiang1, Hu Kun1, Liu Quanlan1,2
1School of Biological and Food Processing Engineering, Music College, Center for Faculty Development, Personnel Department, Huanghuai University, Zhumadian, 463000, China.
一种新的混合教学方法,结合了W+翻转课堂和B+BOPPPS模型,显著提高了生物分离工程学生的学业表现和批判性思维技能. 这种创新方法也提高了学生和教师对教育体验的满意度.
科学领域:
- 高等教育教学的教学.
- 生物工程教育教育 生物工程教育
- 教学设计的教学设计.
背景情况:
- 高等教育中对有效和引人入胜的教学策略的需求日益增加.
- 需要将传统和创新的方法结合起来,以获得最佳的学生学习成果.
- 探索混合学习方法来解决教育需求.
研究的目的:
- 设计和评估一种混合学习方法,将"W+翻转教室"与"B+BOPPPS"教学模式相结合.
- 探索这个综合模型在生物分离工程中的应用效应.
- 评估学生学习成果和教学效率的改善.
主要方法:
- 利用一个对照组 (传统教学) 和一个实验组 (混合模型) 的生物医学工程本科生.
- 在实验小组中实施了集成的"W+翻转教室"和"B+BOPPPS"教学模型.
- 在不同组之间比较课程目标成就,学术表现和批判性思维技能;通过调查和采访收集数据.
主要成果:
- 综合混合模型显著改善了实验组的学术表现和批判性思维技能.
- 实验组的教师和学生都报告了高的接受度和满意度.
- 该研究证明了新型教学方法在增强学习方面的有效性.
结论:
- 综合的"W+翻转课堂"和"B+BOPPPS"教学模式为未来高等教育教育改革提供了科学基础.
- 这种方法是实施OBE理念,提高学习成果和实现工程教育认证的宝贵参考.
- 该研究强调了该模型在应用大学培养高质量的生物工程应用人才的潜力.
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