基于UMU平台的深度学习理论研究——以在“生理学”课程教学改革中的应用与思考为例
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摘要
在"互联网+"背景下,UMU互动学习平台在教学中的逐渐应用日益彰显着其优势和价值。深度学习作为一种新兴的教学理论由于在教学中的良好效果日益受到青睐。尝试在生理学教学改革中根据深度学习路线将网络数字化学习与传统课堂学习结合起来,以达到深度学习。实践表明,UMU平台在课堂教学中的应用,突出了学生在教学中的主体地位,很好地促进了学生的自主性学习,激发了学生的学习兴趣,提高学生运用信息技术分析解决问题的能力和团结协作意识,提高学生反思的水平及能力,取得了较好的教学效果。为当前中职卫生学校专业教学改革深化和创新提供了新的方向。
Under the background of "internet plus",the gradual application of UMU interactive learning platform in teaching increasingly highlights its advantages and values. As a new teaching theory,in-depth learning is becoming more and more popular because of its good effect in teaching. In the reform of physiology teaching,we try to combine network digital learning with traditional classroom learning according to the deep learning route,so as to achieve deep learning. Practice shows that the application of UMU platform and classroom teaching highlights students' principal position in teaching,promotes students' autonomous learning,stimulates students' interest in learning,improves students' ability to use information technology to analyze and solve problems,strengthens their sense of solidarity and cooperation,cultivates students' reflective level and ability,and achieves good teaching results. It provides a new direction for the deepening and innovation of professional teaching reform in secondary vocational health schools.
Under the background of "internet plus",the gradual application of UMU interactive learning platform in teaching increasingly highlights its advantages and values. As a new teaching theory,in-depth learning is becoming more and more popular because of its good effect in teaching. In the reform of physiology teaching,we try to combine network digital learning with traditional classroom learning according to the deep learning route,so as to achieve deep learning. Practice shows that the application of UMU platform and classroom teaching highlights students' principal position in teaching,promotes students' autonomous learning,stimulates students' interest in learning,improves students' ability to use information technology to analyze and solve problems,strengthens their sense of solidarity and cooperation,cultivates students' reflective level and ability,and achieves good teaching results. It provides a new direction for the deepening and innovation of professional teaching reform in secondary vocational health schools.
引文
[1]周雨青,万书玉.“互联网+”背景下的课堂教学——基于慕课、微课、翻转课堂的分析与思考[J].中国教育信息化,2016(2):10-12+39.
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[3]梁妍.借助UMU网络平台进行商务英语项目化教学改革——基于SPOC的翻转课堂模式[J].牡丹江教育学院学报,2017(4):46-48.
[4]张莉.布鲁姆“掌握学习”理论在大学英语教学中的应用[J].民营科技,2011(1):85.
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[6]王永花.深度学习理论指导下的混合学习模式的实践与研究[J].中国远程教育,2013(4):73-77+82+96.
[7][美]EricJensen,LeAnnNickelsen.深度学习的7种有力策略[M].温暖,译.上海:华东师范大学出版社,2010:11-12.
[2]丁薇.UMU平台下的新媒体高职英语教学评价[J].海外英语,2017(10):26-27.
[3]梁妍.借助UMU网络平台进行商务英语项目化教学改革——基于SPOC的翻转课堂模式[J].牡丹江教育学院学报,2017(4):46-48.
[4]张莉.布鲁姆“掌握学习”理论在大学英语教学中的应用[J].民营科技,2011(1):85.
[5]张浩,吴秀娟.深度学习的内涵及认知理论基础探析[J].中国电化教育,2012(10):7-11+21.
[6]王永花.深度学习理论指导下的混合学习模式的实践与研究[J].中国远程教育,2013(4):73-77+82+96.
[7][美]EricJensen,LeAnnNickelsen.深度学习的7种有力策略[M].温暖,译.上海:华东师范大学出版社,2010:11-12.