许强强 程建梅 高建杰

摘要在围绕教育部一流课程建设“双万计划”的背景下，以道路工程课程申报国家一流课程为契机，积极探索“混合式”学习模式在课程建设中的应用研究。以道路工程课程设计内容为例，整个课程设计过程中始终运用雨课堂等信息化手段进行，学生的学习活动不仅仅有线上学习行为和线下学习行为，也有学生小组内部，小组之间的讨论交流。整个讨论过程中老师、实战教官全程参与指导学生的讨论交流行为。这种课程的“混合式”设计思路，是对传统翻转课堂和混合式学习的是进一步细化，为今后的混合式教学模式的探索提供思路。

关键词 课程建设 信息化技术 “混合式”学习 教学设计

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.19.027

Practice and Exploration of "Blended" Learning Mode under the Background of First-class Curriculum Construction

——Taking road engineering course as an example

XU Qiangqiang， CHENG Jianmei， GAO Jianjie

（Sichuan Police College， Luzhou， Sichuan 646000）

AbstractUnder the background of building the "Double Ten Thousand Plan" around the Ministry of Education’s firstclass courses， taking road engineering curriculum design content as an example， actively explore the application research ofthe"blended" learningmodelin thecourseconstruction.Theentirecoursedesign processis alwayscarriedoutbyusing information technology such as rain classroom. Students’ learning activities are not only online learning behaviors and offlinelearningbehaviors，butalso discussionsand exchangeswithinandbetweenstudentgroups，taketheroadalignment design content in the road engineering course as an example. In the whole discussion process， teachers and actual combat instructors participated in guiding students’ discussion and communication behaviors throughout the whole process. The"blended" design idea of this kind of curriculum is a further refinement of the traditional flipped classroom and blended learning， and provides ideas for future exploration of blended teaching models.

Keywordscurriculum construction； information technology； "blended" learning； teaching design

1混合式学习模型理论建构

混合式学习始于合作式学习，由此形成多元主体式混合式的学习体验。某些困难问题或复杂项目依靠个人力量难以完成，于是组成合作学习小组。[1]学习小组的学习资源和学习能力有一定的局限性，仅有小组合作来解决问题，存在一定的困难。[2]不同层次的人员参与，多角度的引导，互辩式的批判等，这些元素的参与，能够有效的打开学生思路，有效提高认知，解决问题。经过小组内部的磨合、认可，各小组之间的互辩冲突、师生相互协作创新、实战教官案例指导等环节，多方参与、多主体交流、浸入式学生，最终成长为动态稳定的学习共同体，这个过程可视为混合式学习的演化过程。……