摘要
BOPPPS教学模式以有效教学结构著称,将教学活动分为六个环节,引领学生积极主动参与到课堂教学当中,以达到优化教学效果的目的。该教学模式在国内高校应用日渐广泛,大致可以分为引入期、发展期、成熟期。通过对各个时期相关文献及国内高校应用的分析和梳理,引领高校教师更新教学理念、规范教学流程,尊重学生在教学中的主体地位,提升学生自主学习能力,有助于教师深入探究教育教学创新及变革并应用于教学实践。
BOPPPS(Bridge in, Objective, Pre-assessment, Participatory learning, Post-assessment, Summary) teaching model is remarkable for its effective teaching structure. By dividing teaching into 6 steps, this model engages students in classroom teaching actively, so as to optimize teaching effect. The teaching mode is increasingly widely applied in domestic colleges and universities, the process of which can be roughly divided into 3 periods: the introduction period, the development period and the maturation period. Through the analysis and review of the relevant literature and the application in domestic colleges and universities in various periods, it is hoped to guide teachers in updating teaching philosophy, standardizing teaching process, respecting students’ central position in teaching and learning, and enhancing students’ self-learning ability, which will in turn help teachers explore the innovation and reform of education and teaching and apply their findings in their teaching practice.
作者
李爽
付丽
IJ Shuang;FU Li(Harbin University,Harbin 150080.China)
出处
《林区教学》
2020年第2期19-22,共4页
Teaching of Forestry Region
基金
黑龙江省教育科学“十三五”规划2018年度重点课题“高校BOPPPS教学模式应用对策研究”(GBB1318062)
黑龙江省高等教育教学改革研究2018年度重点委托项目“应用型本科高校教师教学能力体系构建与提升路径的研究与实践”(SJGZ20180031)
黑龙江省哲学社会科学研究规划2018年度项目“生命教育视阈下新时代高校德育文化构建研究”(18ED497)
黑龙江省教育科学“十三五”规划2017年度重点课题“中小学生命教育‘三进’策略与机制研究”(JJB1317002)
作者简介
李爽(1980-),女,吉林松原人,助理研究员,从事教师教学发展研究;付丽(1980-),女,黑龙江绥滨人,讲师,从事对外汉语教学研究。
