高等教育线上线下教学实践案例研究

关键词：线上线下教学模式；高等教育，大流行病

摘要：线上线下教学模式是适应现代社会发展要求的新型教学模式，特别是在今年COVID-19大流行的紧急影响下。这种新型教学模式融合了“在线教学”和“线下教学”，对优质教学体验起到了很好的促进作用, 展现了优越的教学效果。 在分析存在问题的基础上, 提出了改进线上线下教学的若干具体教学策略, 包括应急教学预案，预防突发事件，强调在线教学中的深度沟通，不仅发声，制作综合在线平台资源，整合线下在线教学。

1. 简介

随着信息技术的发展，高等教育逐渐进入互联网时代，需要将现代计算机网络技术与传统教学方法有效结合，提高教学效率，培养创新人才。线上线下教学模式是一种新型的教学模式，适应现代社会发展的需要，特别是在今年COVID-19疫情的紧急影响下。该模式融合了“在线教学”和“离线教学”，将互联网技术与课堂教学相结合，展示了优势教学-学习效果。在线教学是指利用计算机技术搭建网络教育平台，通过上传微视频、PPT等教材，实现学生的同时，随着大规模开放在线课程（MOOC）的快速发展，大量的在线课程已经建成，大约有300万人参与了课程。 COVID-19的爆发。还建议教师充分利用“国家精英在线公开课”，在使用MOOC和其他网络教学资源的同时，以独立的方式进行教学和独立教学。线下教学也被称为传统课堂教学，在课堂上进行面对面的教学活动。自COVID-19爆发以来，MOOC在教学中发挥了重要作用。还建议教师充分利用“国家精英在线开放课程”，在使用MOOC和其他网络教学资源。线下教学也称为传统的课堂教学，在课堂上进行面对面的教学活动。自COVID-19爆发以来，，MOOC在教学中发挥了重要作用。还建议教师充分利用“国家精英在线开放课程”，在使用MOOC和其他网络教学资源。线下教学也称为传统的课堂教学，在课堂上进行面对面的教学活动。

COVID-19 大流行期间的教学非常困难和具有挑战性。自 2020 年春季以来，中国大学实施了在线教育，而不是政府“不间断教学”和“推迟教学”政策所要求的传统面对面课堂教育。

大多数教师都了解在线学习，并且可能已经采取这种方式上课。但是，如何使其在教学活动中发挥作用存在许多困惑。本研究基于对在线学习现状和问题以及线下教学,提出了一些对策,以提高线上和线下教学活动的教学质量。

1. 线上线下教学存在的难点

政府和学校虽然进行了细致的安排，但面对突如其来的困难，还是有点措手不及。“不停学”“停学停学”的顺利实施还有几个问题亟待解决的学习”。

云课堂、雨课堂、钉钉等众多在线教学平台建设了在线教学活动的实施。万学生同时在线学习很容易造成网络平台崩溃，由于互联网平台资源有限。此外，偏远地区网络覆盖不足，可能进一步导致部分偏远农村山区学生的教育不公平。如何有效地监督在线教学环境中的学生是一个棘手的问题。虽然在线教学可以互动，可以叫学生回答问题，对于课堂上学生的整体学习情况，还很难把握。大部分老师都缺乏在线教学经验。适应新的教学模式需要很长时间，网络平台的在线教学质量难以监控和掌握，如何保持学生的学习兴趣是一个很大的挑战。

1. 线上线下教学实施策略

3.1 制定应急教学计划，预防突发事件

由于教学活动已转为在线教学模式，互联网平台服务器通常无法同时容纳这么多用户，平台经常因过载而崩溃。济南大学在线教学模式主要包括“录播”、 “PPT 语音”，或者“PPT 视频直播”。

为了及时解决各种突发问题，需要在课前做好各种计划，提前告知学生。尤其是在使用网络教学平台的情况下突然出现故障，应通知学生切换到另一个备用平台。

3.2 在教学中强调“视频”的使用，而不仅仅是“语音”

传统课堂教学具有通过肢体语言、面部表情和教师声音进行面对面交流的优势，对于师生之间的互动和交流，提高教学效果非常重要。掌握学生的实时听力状态和表现。因此，在线教学不仅注重语音交流，还可以进行深层次的面对面视频交流，有利于师生互动，提高课堂教学质量。教学氛围活跃。在线教学模式主要包括“录播”、“PPT 语音”或“PPT 视频直播”。PPT 视频直播（如雨课堂、钉钉、济南大学在线教学经常推荐使用“录播”模式，让学生复习和复习难点。

3.3 做综合线上平台资源，做足MOOC平台

网络平台应包括多种版块，如视频版块、PPT及配套材料版块、练习版块、讨论版块、测试/考试版块、评价版块等。教师应将教学微课和PPT上传至网络平台，例如，在地理专业课程教学中，上传水文循环过程、径流与汇合过程、土壤水分入渗、河流输沙、土地荒漠化公益宣传视频、喀斯特地貌、泉水形成等视频。其他经典视频。在网络资源建设中，微视频等学习资料要配备相应的预习和复习题，让学生独立思考和复习。通过对在线预习报告的分析，教师可以掌握学生的学习动态，聚焦学生知识获取的薄弱环节，实现线上线下教学的有效衔接。在讨论环节，鼓励学生提出转发问题，每个人（包括老师和学生）都可以回答问题。所有学生都可以参与讨论，使讨论部分“活跃”。自然可以激发学生的学习兴趣和积极性。每节课后，教师可以在考试/考试部分放开考试/考试，要求学生在规定时间内完成考试。根据学生的考试情况，及时调整教学内容和方法。自COVID-19爆发以来，MOOC在教与学中发挥了重要作用。建议教师充分利用“国家精英在线开放课程”，在使用MOOC等的同时以独立的方式教学和独立教学网络教学资源。

3.5 强化学生线下学习的主动学习能力

与传统课堂教学相比，在线学习难以控制学生的主动性和积极性。因此，在线教学效果和学生的学习效果主要取决于学生的高水平主动学习线下课堂。教师可以检查学生的学习情况。此外，在课程成绩评价中，应提高线下考核的比重，学生会更加重视线下主动学习。

3.6 加强过程评价考核，强调自主学习、合作学习、探索性学习、实践性学习的考核

在课程成绩考核中，加强过程评价的考核，增加对学生自主学习、合作学习、探索学习、实践学习的考核，最后结合期末考试对学生的综合能力进行综合评价。评价不仅考查学生的作业完成效果，还注重考查课堂小测验、课堂讨论参与能力、团队合作学习探索能力。线下自主学习能力强、善于讨论、主动实践的学生往往可以得到更好的考试成绩。

4.总结

信息技术的发展导致教与学模式的不断更新，现代信息技术与教育的融合将更加重要。从当前的教学实践来看，疫情推动了教与学的改革。线上线下的教学模式是一种适应现代社会发展需要的新型教学模式,特别是今年受COVID-19大流行的影响。这种新型教学模式融合了“在线教学”和“线下教学”，起到了很好的效果。促进高质量教学体验的作用，展示了有利的教学效果。提出了六种具体的教学策略，以改善在线和离线教学，包括制定应急教学预案以防突发事件，强调在线教学中的深度沟通，不仅仅发声，制作全面的在线平台资源，整合线下与在线教学。互动，充分调动学生的学习积极性，培养学生的主动学习能力，保证学生的学习效果。主动学习能力，保证学生的学习效果。主动学习能力，保证学生的学习效果。

外文原文资料信息

[1] 外文原文作者：Haixia Wang

[2] 外文原文所在书名或论文题目：

Case Study of Online and Offline Teaching Practice in Higher Education

1. 外文原文来源:

出版社或刊物名称、出版时间或刊号、译文部分所在页码：

网页地址：

[1]Haixia Wang. Case Study of Online and Offline Teaching Practice in Higher Education[C]//Proceedings of 3rd International Workshop on Education Reform and Social Sciences (ERSS 2020).,2020:297-300.DOI:10.26914/c.cnkihy.2020.025505.

二、外文原文资料：

Case Study of Online and Offline Teaching Practice in Higher Education

Abstract: Online and offline teaching mode is a novel teaching mode which meets the requirement of the development of modern society, especially due to the emergency affect by the COVID-19 pandemic this year. This novel teaching mode integrates 'online teaching' and 'offline teaching', which has played a good role in promoting the high-quality teaching-learning experience and demonstrated the advantageous teaching-learning effect. Based on the analysis of existing problems, several specific instructional strategies are presented to improve the online and offline teaching, including making emergency teaching plan to prevent emergencies, emphasizing deep-level communication in online teaching not only voice, making comprehensive online platform resources, and Integrating offline and online teaching-learning.

Keywords: Online and Offline Teaching Mode; Higher Education; Pandemic

1.Introduction

With the development of information technology, higher education has gradually entered the internet era. It is necessary to effectively integrate modern computer network technology with traditional teaching methods for improving teaching efficiency and cultivating innovative talents. Onlin

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外文原文资料：

Case Study of Online and Offline Teaching Practice in Higher Education

Abstract: Online and offline teaching mode is a novel teaching mode which meets the requirement of the development of modern society, especially due to the emergency affect by the COVID-19 pandemic this year. This novel teaching mode integrates 'online teaching' and 'offline teaching', which has played a good role in promoting the high-quality teaching-learning experience and demonstrated the advantageous teaching-learning effect. Based on the analysis of existing problems, several specific instructional strategies are presented to improve the online and offline teaching, including making emergency teaching plan to prevent emergencies, emphasizing deep-level communication in online teaching not only voice, making comprehensive online platform resources, and Integrating offline and online teaching-learning.

Keywords: Online and Offline Teaching Mode; Higher Education; Pandemic

1.Introduction

With the development of information technology, higher education has gradually entered the internet era. It is necessary to effectively integrate modern computer network technology with traditional teaching methods for improving teaching efficiency and cultivating innovative talents. Online and offline teaching mode is a novel teaching mode which meet the needs of the development of modern society, especially due to the emergency affect by the COVID-19 pandemic this year. The mode integrates 'online teaching' and 'offline teaching', which combines internet technology with classroom teaching and demonstrates the advantageous teaching-learning effect. Online teaching refers to the use of computer technology to build a network education platform, through uploading micro video, PPT and other teaching materials to realize students active learning. Also, with the rapid development of massive open online courses (MOOC), a large number of online courses have been built and about 3 million people have participated in the courses. MOOC has played an important role in teaching-learning since the outbreak of COVID-19. Teachers were also advised to make full use of “the National Elite Online Open Courses”, and to teach in an independent way and teach independently while using MOOC and other network teaching resources. Offline teaching is also called the traditional classroom teaching, which performs teaching activities face to face in classroom.

Teaching during the COVID-19 pandemic is very difficult and challenging. Since the spring of 2020, Chinese universities have implemented online education instead of traditional face-to-face classroom education required by the governments policy of “nonstop teaching and learning” and “postponement of school without suspension of learning”. Therefore, teachers started to teach online via the internet platform and apps (e.g. software Wechat, QQ, Rain-Classroom, Cloud Classrooms, and Ding Talk), and the students stayed home and learn through the internet. The outbreak of COVID- 19 was unexpected and it forced all courses of University of Jinan to launch live online courses in order to ensure the normal teaching operation, with all the students study online at home. For teachers and students, changing the teaching-learning platform and environment is a new challenge.

Most of teachers understand online learning, and probably have taken classes this way. However, there are many puzzles on how to make it work in teaching-learning activity. In this study, based on the analysis of the current situation and problems of online and offline teaching-learning, some countermeasures were put forward so as to improve the teaching quality in online and offline teaching-learning activity.

2.Existing Difficulties for Online and Offline Teaching

Although the government and the school have carried out detailed arrangements, it is still a little unprepared in the face of sudden difficulties. There are several problems to be solved for the smooth implementation of “nonstop teaching and learning” and “postponement of school without suspension of learning”.

Many online teaching platforms such as Cloud Classrooms, Rain Classrooms and Ding Talk have been constructed for the implementation of online teaching-learning activity. It is very easy to cause network platform breakdown with ten thousand of students study online at the same time, due to the limited internet platform resource. In addition, the network coverage in remote areas is insufficient, which may further lead to educational inequity for some students living in remote rural mountainous areas. How to effectively supervise students in online teaching environment is one tricky problem. Although online teaching can be interactive and students can be called to answer questions, it is stil

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