SPOC质量综合评价研究
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摘要
构建SPOC新教学模式的质量评价体系有利于推动其又好又快地发展,借鉴经济发展质量、城市环境质量客观量化评价方法的思路,设计了教学准备、教学实施两个系统层以突出教学准备的重要性,改良了五个领域层,构建了28项客观量化统计指标的质量评价体系,通过熵值法设置其权重,运用综合评价模型量发展速度化和协调化并举的建议与对策。
Constructing the quality evaluation system of SPOC's new teaching model is conducive to promoting its development in a good and fast manner. It draws on the ideas of objective quantitative assessment methods of economic development quality and urban environmental quality, and designs two levels of teaching preparation and teaching implementation to highlight the importance of teaching preparation. the five field layers was improved, the quality evaluation systems for 28 objective quantitative statistical indicators were constructed, weights were set by entropy method, evaluation values were evaluated using integrated evaluation models and coordination development evaluation models,After the two aspects of the static and dynamic analysis,and the comprehensive judgment, the suggestions and countermeasures for speeding up and harmonizing SPOC quality development were put forward from three aspects.
Constructing the quality evaluation system of SPOC's new teaching model is conducive to promoting its development in a good and fast manner. It draws on the ideas of objective quantitative assessment methods of economic development quality and urban environmental quality, and designs two levels of teaching preparation and teaching implementation to highlight the importance of teaching preparation. the five field layers was improved, the quality evaluation systems for 28 objective quantitative statistical indicators were constructed, weights were set by entropy method, evaluation values were evaluated using integrated evaluation models and coordination development evaluation models,After the two aspects of the static and dynamic analysis,and the comprehensive judgment, the suggestions and countermeasures for speeding up and harmonizing SPOC quality development were put forward from three aspects.
引文
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[3]蒋立兵.翻转课堂教学质量评价体系的构建[J].现代教育技术,2016(11):60-66.
[4]童小素.MOOC质量评价体系的构建探究[J].中国远程教育,2017(11):63-71.
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[6]Armando Fox,David Patterson,“Software Engineering Curriculum Technology Transfer:Lessons Learned from Ebooks,MOOCs,and SPOCs”SPLASH Education Symposium[J].28 ctober 2013,Indianapolis,IN,USA.
[7]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014(1):85-93.
[8]徐葳.从MOOC到SPOC——基于加州大学伯克利分校和清华大学MOOC实践的学术对话[J].现代远程教育研究,2014(4):13-22.
[9]陈然.SPOC混合学习模式设计研究[J].中国远程教育,2015(5):42-47.
[10]薛云.基于SPOC翻转课堂教学模式的探索与反思[J].中国电化教育,2016(5):132-137.
[11]宋明顺.经济发展质量评价体系研究及应用[J].经济学家,2015(3):35-43.
[12]董锁成.山东半岛城市群人居环境质量综合评价[J].中国人口·资源与环境,2017(3):155-162.
[13]蓝庆新.中国新型城镇化质量评价指标体系构建及评价方法——基于2003-2014年31个省市的空间差异研究[J].南方经济,2017(1):111-126.
[2]邱均平.慕课质量评价指标体系构建及应用研究[J].高教发展与评估,2015(5):72-81.
[3]蒋立兵.翻转课堂教学质量评价体系的构建[J].现代教育技术,2016(11):60-66.
[4]童小素.MOOC质量评价体系的构建探究[J].中国远程教育,2017(11):63-71.
[5]Armando Fox,From MOOCs to SPOCs[J].Communications of the ACM,2013,56(12):38-40.
[6]Armando Fox,David Patterson,“Software Engineering Curriculum Technology Transfer:Lessons Learned from Ebooks,MOOCs,and SPOCs”SPLASH Education Symposium[J].28 ctober 2013,Indianapolis,IN,USA.
[7]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014(1):85-93.
[8]徐葳.从MOOC到SPOC——基于加州大学伯克利分校和清华大学MOOC实践的学术对话[J].现代远程教育研究,2014(4):13-22.
[9]陈然.SPOC混合学习模式设计研究[J].中国远程教育,2015(5):42-47.
[10]薛云.基于SPOC翻转课堂教学模式的探索与反思[J].中国电化教育,2016(5):132-137.
[11]宋明顺.经济发展质量评价体系研究及应用[J].经济学家,2015(3):35-43.
[12]董锁成.山东半岛城市群人居环境质量综合评价[J].中国人口·资源与环境,2017(3):155-162.
[13]蓝庆新.中国新型城镇化质量评价指标体系构建及评价方法——基于2003-2014年31个省市的空间差异研究[J].南方经济,2017(1):111-126.