“互联网+教育”背景下基于学习轨迹分析的多教师协作模块化教学模式探究——以“电机与电气控制技术”MOOC课程为例

随着科学技术的快速迭代,我们目前已经身处“互联网+、大数据、云计算、人工智能”为支撑的“互联网+”时代,这为教育模式的创新提供了条件和支持。文章聚焦“互联网+教育”背景下信息化教学模式,以MOOC平台和职教云学习终端为依托,建立柔性模块化课程体系;以平台学习轨迹数据为基础,进行学生学情信息化分析;以多教师协作教学组织课堂活动,实现个性化多层次分组教学。基于学习轨迹分析的多教师协作模块化教学模式由学前、学中和学后三个教学阶段组成,整个学习过程以学生为主体、教师为主导,在师生、生生线上线下互动中完成学习。在学习轨迹分析的混合式教学实践过程中,如何进行线上资源的个性化推送、有效调动学生学习主动性和线上MOOC与线下SPOC学习轨迹数据融合是尚待进一步探索的问题。

Research on Multi-Teacher Collaborative Modular Teaching Model Based on Analysis of Learning Trajectory under the Background of“Internet+Education”——Take the MOOC course“Motor and Electrical Control Technology”as an example

With the rapid iteration of science and technology,we are now in the“Internet+”era supported by“Internet+”,big data,cloud computing,and artificial intelligence",which provides conditions and support for the innovation of education models.The article focuses on the informatization teaching mode under the background of“Internet+education”,based on the MOOC platform and the vocational education cloud learning terminal,establishes a flexible modular curriculum system;based on the platform learning track data,conducts student information analysis;Multi-teacher collaborative teaching organizes classroom activities to achieve personalized multi-level group teaching.The multi-teacher collaborative modular teaching model based on learning trajectory analysis consists of three teaching stages:pre-school,middle-school and postschool.The entire learning process is student-oriented and teacher-led,and learning is completed in the online and offline interactions between teachers,students and students.In the hybrid teaching practice process of learning trajectory analysis,how to carry out the personalized push of online resources,effectively mobilize students'learning initiative,and the integration of online MOOC and offline SPOC learning trajectory data are issues that need to be further explored.