E3S Web Conf.
Volume 253, 20212021 International Conference on Environmental and Engineering Management (EEM 2021)
|Number of page(s)||5|
|Section||Environmental Equipment Engineering Management and its Technical Application|
|Published online||06 May 2021|
Innovative Construction of Online Teaching Models for "Double Teachers" Teachers in the Internet Era
Wuhan lnstitute Of Shipbuilding Technology, hubei Wuhan, 430050, China
Corresponding author: firstname.lastname@example.org
Based on the teaching platform, the implementation of "dual-teacher" classrooms is different from the previous "large classes". Small classes scattered in different locations can share excellent teachers, which can not only ensure the quality of teaching, but also truly alleviate the shortage of teachers. This research first defines the concept of "dual-professional" teachers, and then clearly expounds the connotation and essential characteristics of "dual-professional" teachers, and analyzes the model construction of the current teacher team construction and "dual-professional" teacher team construction in China. Constructing an Internet-based "dual-professional" teacher innovation model, expounding the characteristics of dual-professional teaching and MOOC in detail, explaining the significance and advantages of blending dual-professional teaching and MOOC teaching, and studying related theories based on the foundation, then take this college as an example to summarize the mixed teaching practice of the curriculum fusion dual-teaching and MOOC teaching through case studies and make attribution analysis. The questionnaire survey method is used to investigate the learning data of students. The experimental results show that the students' three-dimensional goals can be achieved well under the mixed teaching; the comprehensive performance has been greatly improved, and the teaching effect of 1+1>2 has been achieved; teachers and students are more satisfied with this blended teaching. At the same time, through the development of the mixed teaching practice of this course, teachers and students are familiar with MOOC teaching, discover and use high-quality MOOC resources on the Internet; arouse the interest of teachers and students in the construction of MOOC in this school; improve the information literacy of teachers and students.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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