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在线学习和培训的研究开始于1996年E-Learning论文,国内外相关领域研究人员对此进行了不懈的努力和探讨,逐步建立起关于网络在线学习和终身学习的理论体系。2003年,国内外著名教育信息化专家祝智庭教授用《远程教育中的混合学习》论文首次在国内对混合式学习进行系统介绍。之后各大院校及培训机构对混合式学习模式进行不断探索,希望能给日益萎靡的学生学习氛围注入新能量。从前无论高职院校采取多么先进的教学设备及理论实践相结合的教学方法、聘请经验丰富的教师进行课堂教学,都不能完全让学生融入到学习之中,学生最多能保持40分钟的集中精神就算是很好的一堂课了,很难让学生完全投入到学习中,也就是学生的学习兴趣、学习精力难以持久。如何体现学生为学习过程主体的主动性、积极性与创造性,笔者对此进行了深入的分析,希望借此文章对教学实施、教师备课、提高学生学习兴趣等方面都有启发,能为各院校良好地实施混合式学习保驾护航奠定平稳前进的基础。
The study of online learning and training began in E-Learning essay in 1996. Researchers in related fields at home and abroad made unremitting efforts to explore and establish a theoretical system about online learning and lifelong learning. In 2003, Professor Zhu Zhi Ting, a famous expert on education informatization at home and abroad, systematically introduced blended learning in China for the first time with the essay “Hybrid Learning in Distance Education”. After the major institutions and training institutions on the hybrid learning mode to continue to explore, hoping to inject energy into the increasingly sluggish atmosphere of student learning. No matter how advanced vocational colleges to take advanced teaching equipment and theoretical practice of combining teaching methods, hiring experienced teachers for classroom teaching, can not completely allow students to integrate into the learning, students can maintain up to 40 minutes of concentration Even a good class, it is difficult for students to fully devoted to learning, that is, students’ interest in learning, learning hard to sustain. How to embody the initiative, enthusiasm and creativity of the students as the main body of the learning process, I have conducted an in-depth analysis of this, I hope this article is inspired by the implementation of the teaching, teacher preparation, improve students’ interest in learning, etc., for the institutions Good implementation of blended learning escort lays the foundation for smooth progress.