基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式的研究與實(shí)踐

基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式的研究與實(shí)踐基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式的研究與實(shí)踐摘要：隨著信息技術(shù)的快速發(fā)展，MOOC（大規(guī)模開放式在線課程）已經(jīng)成為一種新型的教育模式，受到越來(lái)越多教育工作者的關(guān)注。本文以工程圖學(xué)教學(xué)為研究對(duì)象，探討了基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式的研究和實(shí)踐。通過(guò)搭建MOOC平臺(tái)，結(jié)合傳統(tǒng)教學(xué)模式，將課堂講授內(nèi)容轉(zhuǎn)移到線上，使學(xué)生在課前學(xué)習(xí)相關(guān)知識(shí)，然后在課堂上進(jìn)行實(shí)踐性學(xué)習(xí)和互動(dòng)討論，從而提高學(xué)生的學(xué)習(xí)效果和興趣。關(guān)鍵詞：MOOC、工程圖學(xué)、翻轉(zhuǎn)課堂、教學(xué)模式一、引言工程圖學(xué)是工科學(xué)生必須學(xué)習(xí)的重要課程，對(duì)學(xué)生的工程素質(zhì)和創(chuàng)新能力有著重要的影響。然而，傳統(tǒng)的工程圖學(xué)教學(xué)模式存在許多問(wèn)題，如課堂時(shí)間有限、教學(xué)內(nèi)容單一、學(xué)生動(dòng)手實(shí)踐能力不足等。為了克服這些問(wèn)題并提高教學(xué)效果，本文提出了一種基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式，并對(duì)該模式進(jìn)行了研究和實(shí)踐。二、研究?jī)?nèi)容2.1工程圖學(xué)MOOC平臺(tái)的搭建為了實(shí)施翻轉(zhuǎn)課堂教學(xué)模式，需要搭建一個(gè)適合的MOOC平臺(tái)。平臺(tái)上應(yīng)包含工程圖學(xué)的基礎(chǔ)知識(shí)視頻課程和相關(guān)的在線習(xí)題庫(kù)。學(xué)生可以在課前觀看在線視頻，了解基礎(chǔ)知識(shí)并完成在線習(xí)題。平臺(tái)還應(yīng)提供在線討論區(qū)，學(xué)生可以在這里與同學(xué)和老師交流問(wèn)題和解答疑惑。2.2線上學(xué)習(xí)和課前準(zhǔn)備通過(guò)在線視頻課程的學(xué)習(xí)，學(xué)生可以在課前對(duì)工程圖學(xué)的基礎(chǔ)知識(shí)有所了解和了解不同的學(xué)習(xí)方法。學(xué)生可以自主選擇學(xué)習(xí)的時(shí)間和地點(diǎn)，靈活安排學(xué)習(xí)進(jìn)度。通過(guò)在線習(xí)題的完成，學(xué)生可以檢驗(yàn)自己的學(xué)習(xí)效果，發(fā)現(xiàn)問(wèn)題并進(jìn)行針對(duì)性的提問(wèn)和解答。2.3課堂實(shí)踐和互動(dòng)在課堂上，老師可以通過(guò)小組討論、案例分析和實(shí)踐操作等方式，引導(dǎo)學(xué)生運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題。通過(guò)實(shí)際操作和互動(dòng)討論，學(xué)生可以鞏固已學(xué)知識(shí)并應(yīng)用到實(shí)際中，培養(yǎng)動(dòng)手實(shí)踐能力和團(tuán)隊(duì)合作精神。同時(shí)，老師還可以隨時(shí)解答學(xué)生遇到的疑惑，提供更多的幫助和指導(dǎo)。三、實(shí)踐結(jié)果本文在某高校工程學(xué)院進(jìn)行了基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)實(shí)踐。通過(guò)MOOC平臺(tái)，學(xué)生在課前完成了在線學(xué)習(xí)和測(cè)試。在課堂上，教師組織了小組討論和實(shí)踐操作，并進(jìn)行了實(shí)時(shí)互動(dòng)。實(shí)踐結(jié)果表明，翻轉(zhuǎn)課堂教學(xué)模式可以有效提高學(xué)生的學(xué)習(xí)效果和興趣。學(xué)生通過(guò)在線學(xué)習(xí)和測(cè)試，提前掌握了基本知識(shí)，提高了學(xué)習(xí)效率。在課堂上，學(xué)生通過(guò)實(shí)踐操作和互動(dòng)討論，更好地理解和應(yīng)用了所學(xué)知識(shí)，培養(yǎng)了實(shí)踐能力和團(tuán)隊(duì)合作意識(shí)。四、總結(jié)與展望通過(guò)研究和實(shí)踐，本文提出了一種基于MOOC的工程圖學(xué)翻轉(zhuǎn)課堂教學(xué)模式，并驗(yàn)證了該模式的有效性。該模式通過(guò)在線學(xué)習(xí)和課堂實(shí)踐相結(jié)合的方式，提高了學(xué)生的學(xué)習(xí)效果和興趣。然而，還有一些問(wèn)題需要進(jìn)一步研究和解決，如在線學(xué)習(xí)資源的豐富性和質(zhì)量，學(xué)生的自主學(xué)習(xí)能力的培養(yǎng)等。未來(lái)的研究可以進(jìn)一步完善該教學(xué)模式，并探索其他學(xué)科領(lǐng)域的翻轉(zhuǎn)課堂教學(xué)模式。參考文獻(xiàn)：1.宋海燕,陳金,熊成宇,etal.基于MOOC和翻轉(zhuǎn)課堂的大學(xué)計(jì)算機(jī)課程教學(xué)設(shè)計(jì)[J].中國(guó)電化教育,2013(09):61-64.2.姜彤,張姣,張音.MOOC平臺(tái)在翻轉(zhuǎn)課堂教學(xué)中的應(yīng)用研究[J].高等教育研究,2017(03):56-61.3.王興坤,譚憲偉.MOOC高等教育模式的特點(diǎn)與實(shí)踐探索[J].中國(guó)高教研究,2016(12):39-44.Abstract:Withtherapiddevelopmentofinformationtechnology,MOOC(MassiveOpenOnlineCourse)hasbecomeaneweducationalmodel,attractingmoreandmoreeducators'attention.Thispaperfocusesontheteachingofengineeringgraphics,andexplorestheresearchandpracticeoftheflippedclassroomteachingmodelbasedonMOOC.BybuildingaMOOCplatformandcombiningtraditionalteachingmethods,thecontentofclassroomlecturesismovedonline,allowingstudentstolearnrelatedknowledgebeforeclassandengageinpracticallearningandinteractivediscussionsduringclasstoimprovetheirlearningeffectivenessandinterest.Keywords:MOOC,engineeringgraphics,flippedclassroom,teachingmodelIntroduction:Engineeringgraphicsisanimportantcoursethatengineeringstudentsmustlearn,whichhasasignificantimpactontheirengineeringliteracyandinnovativeabilities.However,traditionalteachingmethodsforengineeringgraphicshavemanyproblems,suchaslimitedclasstime,singleteachingcontent,andinsufficientpracticalskillsofstudents.Inordertoovercometheseissuesandimprovetheteachingeffectiveness,thispaperproposesaflippedclassroomteachingmodelforengineeringgraphicsbasedonMOOC,andconductsresearchandpracticeonthismodel.Researchcontent:BuildingaMOOCplatformforengineeringgraphics:Toimplementtheflippedclassroomteachingmodel,itisnecessarytobuildasuitableMOOCplatform.Theplatformshouldincludebasicknowledgevideocoursesonengineeringgraphicsandarelatedonlineexercisedatabase.Studentscanwatchonlinevideosandcompleteexercisesbeforeclass.Theplatformshouldalsoprovideanonlinediscussionareawherestudentscancommunicatewithclassmatesandteachers,askquestions,andseekanswers.Onlinelearningandpre-classpreparation:Throughonlinevideocourses,studentscanhaveapreliminaryunderstandingofthebasicknowledgeofengineeringgraphicsandexploredifferentlearningmethods.Studentscanchoosetheirownlearningtimeandplace,andarrangetheirlearningprogressflexibly.Bycompletingonlineexercises,studentscanevaluatetheirlearningeffectiveness,identifyproblems,andaskspecificquestions.Classroompracticeandinteraction:Intheclassroom,teacherscanguidestudentstoapplythelearnedknowledgetosolvepracticalproblemsthroughgroupdiscussions,caseanalyses,andhands-onactivities.Throughpracticalactivitiesandinteractivediscussions,studentscanconsolidatetheirknowledgeandapplyitinpractice,therebycultivatingpracticalskillsandteamworkspirit.Atthesametime,teacherscanprovidetimelyassistanceandguidancetostudents'questions.Resultsofpractice:ThispaperconductedaflippedclassroomteachingpracticeforengineeringgraphicsbasedonMOOCatauniversityengineeringcollege.ThroughtheMOOCplatform,studentscompletedonlinelearningandtestingbeforeclass.Intheclassroom,theteacherorganizedgroupdiscussionsandpracticalactivities,andfacilitatedreal-timeinteraction.Theresultsshowedthattheflippedclassroomteachingmodeleffectivelyimprovedstudents'learningeffectivenessandinterest.Throughonlinelearningandtesting,studentsmasteredbasicknowledgeinadvanceandimprovedlearningefficiency.Intheclassroom,studentsbetterunderstoodandappliedthelearnedknowledgethroughpracticalactivitiesandinteractivediscussions,anddevelopedpracticalskillsandteamworkconsciousness.Conclusionandfutureprospects:Throughresearchandpractice,thispaperproposesaflippedclassroomteachingmodelforengineeringgraphicsbasedonMOOC,andverifiestheeffectivenessofthismodel.Themodelcombinesonlinelearningandclassroompracticetoimprovestudents'learningeffectivenessandinterest.However,therearestillsomeissuesthatneedfurtherresearchandinvestigation,suchastherichnessandqualityofonlinelearningresources,andthecultivationofstudents'independentlearningabilities.Future