教育信息化2.0视域下“信息化新生研讨课”的教学实践与路径探究——以《管理学原理》为例

Teaching Practice and Path Exploration of “Information-Based Freshman Seminar” from the Perspective of Educational Informatization 2.0—Taking “Principles of Management” as an Example

摘要: 过渡教育是大学新生教育的重要组成部分，亟待探索出一套可行性高、复制性强的教学模式。为解决大一新生在专业课学习上的障碍，可开展以学术支持为主的新生过渡教育，在学业和生活上为大一新生提供多元多维的支持和服务。本文从《管理学原理》的课程教学改革出发，探究“信息化新生研讨课”的可行性及效用。“信息化新生研讨课”是以教育信息化2.0为背景，依托教学信息化技术，搭建线上学习社区，充分利用学生的碎片化时间，延展学习的时空维度，旨在提高大学生学业求助能力以及正向提高大学生的专业适应性。同时，常态化疫情防控的需要催生信息通信技术在教与学过程中的广泛运用。本课程团队以“线上–线下新生研讨课”为主要教学组织形式，在“课前–课中–课后教学环节”设置有针对性的特色研讨课，为学习者提供学习或情感支架，帮助学生平稳渡过学习困难期。依托信息化教学技术，利用微信公众号、微信群组等平台进行知识共享与学习需求反馈，以主讲教师的知识管理为主，以高年级学生为人员支持，帮助学习者解构与重构知识体系。由此可见，切实地落实新生研讨课，对保证有效教学、研讨式教学形式的推广以及提升课程教学质量具有重要意义。综上，持续推广与改进“信息化新生研讨课”的教学理念有一定重要意义。

Abstract: Transition education is an important segment of freshman education, and it is urgent to explore a set of teaching models with high feasibility and strong replication. In order to assistant freshmen in the study of professional courses, we can implement the transition education for freshmen about academic support, and provide multiple and multidimensional support and services for freshmen in their studies and life. This paper takes the teaching reform of “principles of management” as an example to explore the feasibility and effectiveness of “information-based freshman seminar”. From the perspective of educational informatization 2.0, relying on teaching information technology, we should build “the information-based freshman seminar”, make full use of students’ fragmented time, extend the space-time dimension of learning, improve college students’ ability to seek for academic help, and then affect their professional adaptability. Meantime, the need for normalized epidemic prevention and control is promoting the extensive use of information and communication technology in the process of teaching and learning. The course team takes the “online-off line freshman seminar” as the main teaching organizational form, and sets up targeted characteristic seminars in the “pre class-in class-after class teaching processes”, so as to provide learners with learning or emotional support, and help students survive the difficult period smoothly. Relying on information-based teaching technology, we use WeChat official account, WeChat group and other platforms for knowledge sharing and gathering feedbacks on learning demand, focusing on the knowledge management of the lecturer, with the support of senior students, to help learners deconstruct and reconstruct the knowledge system. Carrying out effective teaching is of great significance to ensure effective teaching, promote the discussion teaching form and improve the teaching quality of the course. In conclusion, it is of great significance to continuously promote and improve the teaching concept of “the information-based freshman seminar”.