朱文泉, 杨欣怡. 信息化背景下理解性学习在“遥感数字图像处理”课程建设中的应用思路与实践[J]. 北京师范大学学报(自然科学版), 2023, 59(3): 497-502. DOI: 10.12202/j.0476-0301.2023037
引用本文: 朱文泉, 杨欣怡. 信息化背景下理解性学习在“遥感数字图像处理”课程建设中的应用思路与实践[J]. 北京师范大学学报(自然科学版), 2023, 59(3): 497-502. DOI: 10.12202/j.0476-0301.2023037
ZHU Wenquan, YANG Xinyi. Applications and practices of meaningful learning in the course of “Remote Sensing Digital Image Processing” with background of informatization[J]. Journal of Beijing Normal University(Natural Science), 2023, 59(3): 497-502. DOI: 10.12202/j.0476-0301.2023037
Citation: ZHU Wenquan, YANG Xinyi. Applications and practices of meaningful learning in the course of “Remote Sensing Digital Image Processing” with background of informatization[J]. Journal of Beijing Normal University(Natural Science), 2023, 59(3): 497-502. DOI: 10.12202/j.0476-0301.2023037

信息化背景下理解性学习在“遥感数字图像处理”课程建设中的应用思路与实践

Applications and practices of meaningful learning in the course of “Remote Sensing Digital Image Processing” with background of informatization

  • 摘要: 阐释了理解性学习的概念及内含,梳理了理解性学习在高等教育教学中的应用思路,并以“遥感数字图像处理”课程为例,介绍了如何将理解性学习应用于该课程的教学资源建设和SPOC(small private online course)翻转课堂实施.新时代背景下,信息素养是衡量高等教育培养人才素质水平高低的一项重要指标,理解性学习有助于提高学习者的信息素养,但在具体实施时需注意3个要点:1)在教学资源建设上要突出课程资源的可理解性;2)在教学实施时要强调知识的内在联系;3)在教学反馈中要重视对学生内在动力的激发.本文可为新时代我国高等教育教学改革起到抛砖引玉之作用.

     

    Abstract: The concept and implication of meaningful learning is introduced, applications of meaningful learning in higher education teaching is summarized, for the course of "Remote Sensing Digital Image Processing".The emphasis is to apply meaningful learning to teaching resources and implementation of SPOC (small private online course) flipped classroom.Information literacy is an important indicator to measure quality of higher education cultivation talents, and meaningful learning could improve learners' information literacy.Three points need to be noted in implementation.First, comprehensibility of curriculum resources should be highlighted.Second, inherent connection of knowledge should be emphasized.Third, stimulation of students’ intrinsic motivation should be stressed in teaching feedback.

     

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