《电路原理》混合式课程建设中“前置干预”教学策略的探索与实践

Exploration and Practice of Pre-Intervention Teaching Strategy in the Construction of Hybrid Course of “Circuit Principles”

摘要: 针对《电路原理》课程教学中“先修基础参差不齐”与“实验准备不足”两大隐性痛点，文章提出“前置干预”教学策略，将教学干预的关口从课中提前至理论课程和实验课程开课前：首先，建立“先修知识诊断–定向衔接”机制，通过课前线上诊断，定位学生在先修课程中的薄弱环节，推送针对性衔接微课；其次，建立“实验预检–分级准入”机制，在每个实验课程前设置能力预检任务，为学生实施分级准入。将两个前移的关口与课中混合式教学、课后过程性评价相融合，形成“诊断–衔接–教学–预检–实验–评价”六环节教学体系，从而改善整体教学质量。教学实践表明，该策略有效平衡了学生的学习起点差异，降低了实验环节的操作失误，取得了良好的教学效果。

Abstract: Addressing two major hidden pain points in the teaching of “Circuit Principles”-“uneven prior knowledge” and “insufficient experimental preparation”-this article proposes a “Pre-intervention” teaching strategy. This strategy moves the intervention point from in-class to before the start of theoretical and experimental courses: First, it establishes a “prerequisite knowledge diagnosis-targeted bridging” mechanism. Through online pre-class diagnosis, it identifies students’ weaknesses in prerequisite courses and provides targeted bridging micro-lessons. Second, it establishes an “experiment pre-assessment-tiered admission” mechanism. It sets pre-assessment tasks before each experimental course to implement tiered admission for students. These two forward-moving gates are integrated with blended learning during class and post-class formative assessment to form a six-stage teaching system: “diagnosis-bridging-teaching-pre-assessment-experiment-evaluation,” thereby improving overall teaching quality. Teaching practice shows that this strategy effectively balances differences in students’ learning starting points, reduces operational errors in experimental procedures, and achieves good teaching results.