混合式课程教学设计质量与倾向的研究——以全国30门获奖混合式课程为例

文章通过混合方法对2019年“全国混合式教学设计创新大赛”30门获奖课程的教学设计进行分析,以阐明我国高校在混合式教学设计上的最新进展、主要问题以及所反映出的教师教学观和设计思维。研究发现,在对标FD-QM在线/混合式课程质量标准上,案例课程的活动和测评设计比较薄弱,具体表现在教师多倾向于增加互动和测试的数量与类型,但对制定教与学活动规则和评价标准则关注不足,反映出教师对混合式教学中如何认识自身角色、实践“教学存在”存在偏差。从根本上说,这是“学生中心”和“教师中心”两种不同教学观相互冲突却又纠葛的关系在教学设计中的集中体现,它提示我们在教学范式转型背景下,探讨教与学关系、师生权力、学习责任等根本性问题变得愈发重要。

A Study on the Quality and Tendency of Blended Course Design: Taking the 30 National Award-winning Blended Courses as the Cases

This paper analyzes the instructional design of 30 prize-winning courses in 2019 National Hybrid Instructional Design Innovation Competition by means of mixed methods,in order to explain the latest progress and major issues in blended instructional design in Chinese universities,and the teachers'teaching outlook and design thinking reflected by them.The research finds that the design of activities and assessments in case studies is relatively weak according to the quality standards of FD-QM online/hybrid courses.Specifically,teachers tend to increase the number and types of interactions and tests,but pay less attention to developing rules and assessment criteria for teaching and learning activities,which reflects a bias in how teachers perceive their roles and practice their'teaching presence'in blended learning.In essence,this is a reflection of the conflicting and entangled relationship between two different views of teaching and learning:"student-centeredness"and"teacher-centeredness".It suggests that in the context of a paradigm shift in teaching and learning,it has become increasingly important to explore the fundamental issues such as the relationship between teaching and learning,the power of teachers and students,and the responsibility of learning.