Research on Innovative Teaching Paths for Meteorology and Climatology Based on“One Center, Two Platforms, Three Coordination, Four Integration, and Five Remodeling”
CHEN Hongxiang, LI Yaping, JIAN Taimin
2024, 7(11):
11-15.
Asbtract
(
48 )
PDF (3959KB)
(
9
)
References |
Related Articles |
Metrics
As a core course in the field of geographic science, meteorology and climatology faces pain points in the application of new technologies, value guidance, practical innovation, and improvement of teaching skills. The course team takes the teaching and research project as the guide, carries out theoretical and practical research on blended online and offline teaching, adheres to the principle of“upholding integrity and solidifying the foundation, intelligent innovation”, and adheres to the concept of moral education, student-centered, achievement oriented, and continuous improvement. It fully leverages the infectious, valuable, and attractive power of course ideological and political education, and explores the formation of a teaching innovation path of“one center, two platforms, three coordination, four integration, and five reshaping”. With the“student”as the center, relying on the “Learning Pass”and“Rain Classroom”platforms, a multi-dimensional blended teaching model reform and practice have been carried out through the coordination of the three teaching objectives of“knowledge, ability, and literacy”, the coordination of the three teaching stages of“pre class, in class, and after class”, and the coordination of the three promotion paths of“teaching, practice, and competition”. With“ideological and political integration”as the guide,“integration of textbooks and subject frontiers”as the grip,“integration of online and offline”as the link, and“integration of competition and training”as the guidance, the multi-dimensional blended teaching model reform and practice have been carried out. By reshaping the“multi-dimensional integration”curriculum objectives, reshaping the“simultaneous progress”curriculum (ideological and political) content system, and reshaping the BOPPPS teaching strategy. Reshape the“synchronous+asynchronous”learning space and the“all-round teacher training”system. This innovative path effectively solves the problems in course teaching, ensuring the continuous improvement of course quality and student learning outcomes. The achievement rate of the course objectives is 0.925.
