The Design,Development And Practice Of Blended First-Class Undergraduate Courses In Circular Hierarchical Teaching Model

In order to solve the problem of "water courses"(low-quality courses)in university curricula,the Ministry of Education officially issued a call in 2019 to comprehensively carry out the construction of first-class undergraduate courses,that is,the construction of "golden courses",and put forward the "double million plan In 2019,the Ministry of Education(MOE)issued a call for the comprehensive construction of first-class undergraduate courses,or"golden courses",and proposed the "double million plan" to build about 10,000 national and10,000 provincial golden courses in three years(2019-2021).First of all,this study uses the literature analysis method to systematically sort out the domestic and international literature on blended teaching and "golden courses".Using Sati’s statistical analysis tool,we compiled a network of high-frequency keywords and found that there is a lack of specific theoretical expressions(e.g.,teaching methods and teaching strategies)and specific operability and replicability practical paths in the research on blended "golden courses" in China.Secondly,we define the concept of blended "golden course" and its related concepts,and identify constructivism,mastery learning theory,connectionism,and Bloom’s theory of classification of educational objectives as the theoretical basis.With the standard of "Golden Course",reference to ADDIE model and related blended teaching models,combined with the characteristics of "Multimedia Courseware Design and Development" course,we build a blended "Golden Course" circular hierarchy(CH)teaching model,which embodies This model embodies the principles of student-centered,higher-order ability cultivation,case study teaching and integration of teaching resources.In this study,the students in the undergraduate class of educational technology in university N were used as the research subjects.In order to analyze the students’ learning situation at each stage of the CH teaching model,a blended "Golden Course" pre-course learner’s informatization ability questionnaire,a blended "Golden Course" course satisfaction questionnaire and interviews with some students were prepared,all of which have good reliability and validity and are All the questionnaires have good reliability and validity,and are effective tools to measure students’ mastery of information technology skills,learning effectiveness and course satisfaction.This study uses the information collected from the questionnaires,the data from the online course platform and the students’ learning results to discover and test the students’ overall ability improvement after the course,as well as their satisfaction with the course,and to improve the blended "Golden Course" CH model.This study uses an action research approach to apply the CH model to a practical course through three rounds of action research.The first round of action research analyzed students’ basic conditions,teaching objectives,and teaching contents,planned teaching strategies,designed teaching activities such as forming groups,and designed students’ first group tasks.Relevant teaching resources and courseware are developed and teaching is carried out according to the teaching model and teaching process.After the implementation of the teaching,the problems of teaching activity design and teaching implementation process that need to be modified are found,and based on the feedback,they enter into the second round of action research.In the second round of action research,the study optimized the teaching implementation process,improved the teaching activity design,and applied the changes to the teaching practice,focusing on the students’ online self-learning errors in the classroom.After the implementation of the second round of action research,it was found that the second round of action research had gradually familiarized students with the CH teaching model,various teaching activities were completed,and students learned well and met the teaching objectives.In the third round of action research,in response to the feedback from the first two rounds of action research and the analysis of students’ basic conditions,we raised the teaching objectives,set higher requirements for students,created more complex problems and situations,and exercised students’ ability to solve complex problems.In the end,students were able to complete the group tasks well,and they were able to present their work in a familiar way,and they were able to ask in-depth questions in the group self-assessment and mutual evaluation sessions.After three rounds of action research,students have already acquired the ability and thinking of solving complex problems,and have reached the advanced standard of the "Golden Course".This study was carried out by means of a survey of students.Finally,this study analyzed the blended "Gold Class" CH teaching model through student questionnaires,platform learning data,learning outcomes and student interviews,and evaluated that the courses using the blended "Gold Class" CH teaching model have achieved the "Gold Class" gender standard.The study assessed that the courses using the blended "Gold" CH teaching model met the "Gold" gender standard.In terms of practical results,the blended "Golden Course" CH teaching model developed in this study has improved students’ overall academic performance,and in terms of practical and awareness development,students have the ability to deal with complex problems and real-life work situations in practice.Students are highly satisfied with many aspects of the blended "Golden Course" CH teaching model.By building a blended "Gold" CH teaching model,the "Gold" gender standard was achieved in the teaching practice.At the same time,there are still some shortcomings in the study,such as the small number of subjects,the large workload of students and teachers,the fixed division of labor in group activities,and the single ability of members.The CH teaching model needs to be combined with more advanced information technology in order to achieve adaptive and personalized teaching.Although this is the last year of "Golden Course",we still need to adhere to the goal of talent cultivation and continuously improve the CH teaching model for future teaching.