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在抗击新冠疫情期间,北京师范大学"物理化学"教学团队综合利用中国大学MOOC、雨课堂、微信群等多个网络平台和工具,探索并实践了以MOOC授课为基础、以学生学习为中心、以教师辅导为支撑的物理化学远程教学。我们以难度最大的"统计热力学基础"教学为例,设计了包括课前预习、课上观看MOOC视频、实时在线练习、教师答疑、课后反思提问等多环节的复合式教学方案,引导学生利用教师预留的资料、设计的教学活动以及布置的线上作业等实施自主学习。实践表明,这个多环节的综合设计在线课程能够充分调动学生的学习热情,培养学生的自我管理能力,锻炼学生的批判性思维,取得了良好的教学效果。 相似文献
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国内现有化学微课的整体水平可以从3个角度进行分析: 拍摄方式、拍摄内容和拍摄技术。分析精品化学微课, 主要有4个典型特征。关于微课使用, 提出了精品微课在“翻转课堂”中需要“自主任务学习单”支撑的观点。对于未来的微课创作与使用, 需要破除6大疑惑, 解决创作中的8大问题。 相似文献
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基于卓越工程师的人才培养要求,提出了工科特色普通化学课程的多元一体化教学新模式。这一教学模式是将同济大学普通化学国家资源共享课与基于MOOC/SPOC等在线课程的学生自主学习与教师主导的课堂讨论以及相关专业前沿科学拓展相结合,提高了大学生的化学素质修养,开阔了学生认识科技前沿的眼界,培养了学生融会贯通地分析问题的能力。 相似文献
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《Journal of computational science》2014,5(3):471-481
Serious games present a relatively new approach to training and education for international organizations such as NATO (North Atlantic Treaty Organization), non-governmental organizations (NGOs), the U.S. Department of Defense (DoD) and the U.S. Department of Homeland Security (DHS). Although serious games are often deployed as stand-alone solutions, they can also serve as entry points into a comprehensive training pipeline in which content is delivered via different media to rapidly scale immersive training and education for mass audiences. The present paper introduces a new paradigm for more effective and scalable training and education called transmedia learning. Transmedia learning leverages several new media trends including the peer communications of social media, the scalability of massively openonline course (MOOCs), and the design of transmedia storytelling used by entertainment, advertising, and commercial game industries to sustain audience engagement. Transmedia learning is defined as the scalable system of messages representing a narrative or core experience that unfolds from the use of multiple media, emotionally engaging learners by involving them personally in the story. In the present paper, we introduce the transmedia learning paradigm as offering more effective use of serious games for training and education. This approach is consistent with the goals of international organizations implementing approaches similar to those described by the Army Learning Model (ALM) to deliver training and education to Soldiers across multiple media. We discuss why the human brain is wired for transmedia learning and demonstrate how the Simulation Experience Design Method can be used to create transmedia learning story worlds for serious games. We describe how social media interactions and MOOCs may be used in transmedia learning, and how data mining social media and experience tracking can inform the development of computational learner models for transmedia learning campaigns. Examples of how the U.S. Army has utilized transmedia campaigns for strategic communication and game-based training are provided. Finally, we provide strategies the reader can use today to incorporate transmedia storytelling elements such as Internet, serious games, video, social media, graphic novels, machinima, blogs, and alternate reality gaming into a new paradigm for training and education: transmedia learning. 相似文献
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