基于“SPOC + BOPPPS”的中小学美育课程混合式教学改革与实践研究——以园林艺术课程为例

Research on the Reform and Practice of Blended Teaching in Primary and Secondary School Aesthetic Education Courses Based on “SPOC + BOPPPS”—A Case Study of Landscape Art Course

摘要: 为响应教育数字化转型需求，针对中小学美育课程的资源碎片、学段衔接断层及评价反馈滞后等问题，在梳理分析各项美育资源的基础上，文章采用以SPOC为载体、BOPPPS模型为结构化框架打造的“SPOC + BOPPPS”混合式教学模式，并将此模式应用于园林艺术课程教学中，充分运用SPOC平台实现从“资源聚合–数据追踪–互动支撑–评价反馈”全过程的应用，基于BOPPPS六环节设计形成了“线上精准推送–线下深度实践”的运行闭环。实践数据显示，本模式使美育资源复用率达到60%以上，学生创新能力达标率达到27%以上，给中小学美育课程改革提供了一个可复制的“技术 + 方法”的融合范式。

Abstract: In response to the requirements of digital transformation in education, and aiming at addressing issues such as fragmented resources, discontinuity between school stages, and lagging evaluation and feedback in aesthetic education courses of primary and secondary schools, this paper, based on the sorting and analysis of various aesthetic education resources, adopts a “SPOC + BOPPPS” blended teaching model constructed with SPOC (Small Private Online Course) as the carrier and the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) model as the structural framework. This model has been applied to the teaching of Landscape Art Course, making full use of the SPOC platform to realize the whole-process application covering “resource aggregation - data tracking - interaction support - evaluation and feedback”. Based on the design of the six BOPPPS links, an operational closed-loop of “precision online push - in-depth offline practice” has been formed. Practical data show that this model has enabled the reuse rate of aesthetic education resources to reach over 60% and the compliance rate of students’ innovative abilities to reach over 27%, providing a replicable integration paradigm of “technology + method” for the reform of aesthetic education courses in primary and secondary schools.