How to use mixed teaching mode in class

With the development of modern information technology, modern distance education has become a new educational form and an important means for people to build a learning system in the era of knowledge economy. The concept of modern distance education has achieved the breakthrough of modern educational methods, the innovation of modern educational means and the re-examination of modern educational objectives. Modern distance education is a systematic system. We should explore a set of teaching mode using modern distance education to meet the new requirements of talent education for modern teaching mode.

Theoretical construction of 1. mixed teaching mode

1. 1 definition

The definition of "blended teaching" is defined by Smith? J and Eilert? Masie put forward the idea of combining traditional learning concept with pure technology learning concept of E-learning. The theoretical basis of mixed teaching includes constructivism learning theory, structuralism theory and humanism learning theory. Among them, mixed teaching is greatly influenced by constructivism learning theory. Bruner's educational theory holds that students actively accept knowledge and are information processors. Constructivist learning theory advocates mobilizing learners' initiative in autonomous learning, and learners can actively explore and discover what they have learned. This is also in line with the teaching characteristics of modern distance education. Blended teaching is a mixture of network teaching and traditional classroom teaching, aiming at overcoming the shortcomings of traditional teaching methods. The mixed teaching mode has aroused widespread concern in the education field. The concept of blended teaching was formally put forward by Professor He Kekang of Beijing Normal University for the first time in China. His viewpoint is: "Blended teaching mode combines the advantages of traditional teaching methods and network teaching, which not only plays the leading role of teachers in guiding, enlightening and monitoring the teaching process, but also fully embodies the initiative, enthusiasm and creativity of students as the main body of the learning process".

1.2 network resources construction of mixed teaching mode

Blended teaching mode is to use the advantages of network teaching to improve students' learning effect. Therefore, the construction of network resources is an indispensable supplement and extension of face-to-face teaching. 1) to build a network platform. With the rapid development of network technology and virtualization technology, the construction of teaching network platform should be deeply integrated with teaching content to create a learning network environment. Firstly, the teaching resource library is established, and the teaching content is fragmented, and the material resource library of the network platform is constructed by taking the knowledge unit as the unit, such as the video library of micro-video. Secondly, design the structural framework of the teaching network platform. The whole teaching process is designed as follows: teaching objectives, teaching process, after-class tracking service, etc. Each link is designed as a template, and each template should realize online teaching interaction and student interaction. Finally, improve the construction of software and hardware infrastructure, give technical support to the resource service network, and let students log on to the resource service platform at home, on the way to work, in leisure places and other places for independent learning. 2) Establish technical support for learning content. One drawback of online learning is the lack of interaction and communication between teachers and students. Students will be anxious, bored and lonely in the face of boring textbook content. In view of the realistic problems that can not be ignored, students' learning forms must be innovative. "American psychologist Martens pointed out that the built-in stent design can be used in printed textbooks and electronic textbooks to solve these problems." For example, it can take the form of a two-dimensional code built into a paper textbook. The content of each chapter is designed as a two-dimensional code, which corresponds to the corresponding video and question bank on the network resource platform. In addition, you can attach extended and supplementary learning resources related to the course content. 3) Provide personalized service. In order to enable students to locate themselves quickly in the learning platform, we can track learners' usual online learning behavior, grasp their learning situation and ideological status, and combine their age, interest, occupation and other personalized characteristics to conduct data mining and analysis, formulate personalized "learning packages" and design "subscription-based" learning recommendation services, so that students can carry out targeted and multi-faceted and multi-angle learning.

Teaching process design of 1.3 mixed teaching mode

The first step in the teaching process of mixed teaching mode is teaching preparation, including the pre-class teaching design of classroom teaching and network teaching, which provide effective support for the construction of network resources, classroom teaching design and practical activity design respectively. The second step includes network teaching, classroom teaching and practical activities. Network teaching is to present the course content, teaching resources or teaching activities on the resource platform. Classroom teaching focuses on explaining the important and difficult knowledge of the course and the interaction between teachers and students. Practical activity is to let students use innovation theory to solve practical innovation problems. The third step is evaluation, which is the sum of formative evaluation results and summative evaluation results.

2. The application of mixed teaching mode in innovative education.

2. 1 Teaching preparation for innovative education

The construction of network resources provides effective support for blended teaching, which expands teachers' teaching behavior from classroom to extracurricular, greatly improves students' learning efficiency and optimizes learning effect, and can play the leading role of teachers and the main role of students at the same time. Classroom teaching focuses on the design of teaching activities, which is an important part of teaching preparation. In classroom teaching activities, teachers are no longer the center, but the initiative of students is mobilized. They actively participate in teaching activities, promote students to master innovative content and complete innovative tasks in the classroom. The design of innovative education practice activities aims to break through conventional thinking, be good at innovation and improve innovation ability by allowing students to complete innovative achievements according to their innovative knowledge.

2.2 network teaching

Students mainly study independently on the platform of teaching resources. The online teaching forms of innovative education courses include course video library, PPT courseware, test question bank, online teaching guidance, online evaluation and so on. The course video is based on the teaching content, and each section is recorded as a video resource, which is closely related to the teaching content of the textbook. Students can learn by video-on-demand according to their actual situation. Teachers design teaching activities into three modules: teaching objectives, steps and tasks, and students can learn independently with reference to the modules. The platform will also set up a discussion and answer area, students will form a study group for online learning and communication, and teachers and students will immediately interact and guide on the platform. Teachers assign homework and tasks, students finish homework in time and submit it to the platform, and teachers evaluate and feedback the homework uploaded and submitted by students. In addition, videos, current events and academic research related to innovation can be made into columns and designed as apps to let students know about innovation anytime and anywhere.

2.3 classroom teaching

The classroom teaching link of mixed teaching mode should be student-centered and give full play to students' dominant position. In the process of innovative education, students are mobilized to actively participate in the activities of cultivating innovative thinking through free group discussion, playing innovative games and displaying innovative achievements. Different from the traditional classroom teaching which instills textbook knowledge into students, in classroom teaching, teachers should arrange classroom teaching content according to teaching difficulties and students' online evaluation feedback, instead of blindly explaining all textbook knowledge, answering students' questions in innovative practice, and guiding students' learning methods.

2.4 Practical activities

The purpose of innovation course is to cultivate innovative spirit, improve creativity and enhance innovative practice ability. Therefore, in the teaching process, we must attach importance to practical activities and the practice of innovative theories. Both online teaching and classroom teaching should design the content of innovative practice, cultivate students' innovative thinking mode and master innovative methods skillfully. In addition, we should pay attention to the combination of innovation and the actual needs of enterprises and society, and apply innovation theory to solve practical problems in society to truly improve innovation ability.

2.5 summative assessment

According to the design of mixed teaching mode, the assessment of innovative education courses can be divided into formative assessment and summative assessment. "Formative evaluation refers to the evaluation formed by observing students' performance and attitude, using questions or tests to get feedback, and checking the completion of teaching objectives in order to correct and modify subsequent teaching activities, also known as evaluation in learning. "Formative evaluation of innovative education courses includes examination questions in online teaching, unit exercises handed in at ordinary times, online discussion performances, innovative achievements display, group discussion performances and innovative games in classroom teaching. These data will be recorded on the network platform, which is the basis of formative evaluation. Formative evaluation is a process evaluation of students' learning, which can help teachers and students to understand the previous teaching and learning at any time and provide reference for future teaching and learning. Summative evaluation is the innovative homework assigned before the last class presentation, and each student is given a mutual evaluation form as the basis of summative evaluation. The final assessment result of students is the sum of formative evaluation and summative evaluation.