张玥　张辉　曲恩超

摘 要：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線上MOOC与线下SPOC学习轨迹数据融合是尚待进一步探索的问题。

关键词：模块化教学 MOOC 混合式教学 学习轨迹

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

Zhang Yue，Zhang Hui，Qu Enchao

Abstract：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 post-school. 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.

Key words：modular teaching， MOOC， blended teaching， learning track

《教育信息化“十四五”规划》中指出，要落实新冠肺炎疫情防控总体部署，指导做好教育信息化和网络安全工作。在本次新冠疫情期间，各高校开展了“停课不停学”的一系列探索。这期间，“互联网”和“教育”呈现出前所未有的紧密联系。开展线上教学期间师生分处两地，平台学习轨迹分析精准识别学生的学习情况、学习效果，帮助教师进行学情信息化分析，及时调整教学策略;柔性模块化课程体系的建立，确保了网络教学完整过程的呈现，有效解决线下课程在线化、线上线下课程衔接的问题;多教师协作教学开展课堂活动，针对不同学习环境、学习目标、学习效果的学生进行多层次分组教学，实现学生个性化学习。……