Research On The Blended Teaching Model Based On The Evolution Of Knowledge Framework From The Perspective Of "Golden Course"

In purpose to accelerate the connotative development of higher education and Improve course teaching quality,the Chinese Ministry of Education proposed the teaching concept of "Golden Course".Subsequently,the "Two-nature and one-extent"(high-level,innovative,and challenging)of the "Golden Course" flooded into the field of education researchers and received high attention.How to empower the "Two-nature and one-extent" of the "Golden Course" into the course construction and improve the quality of course teaching? How to implement the "Two-nature and one-extent"(highlevel,innovative,and challenging)of the "Golden Course" into students' learning results,and judge whether the quality of course teaching has been improved from the perspective of students?Focusing on these issues,this study firstly summarizes the research status of domestic and foreign " Golden Course ",blended teaching,and knowledge frameworks through literature retrieval and reading,understand the existing problems and development trends in the field.Secondly,using the questionnaire survey method,to understand the current situation and " Golden Course " of the blended teaching of "University Computer Fundamentals" opened by S higher vocational colleges in Yunnan Province.And in view of its existing problems,combined with theoretical feasibility analysis,it is proposed to integrate the concept of the "Two-nature and oneextent" of the "Golden Course" with blended teaching.It is about empowering the educational goals of higher-order,innovation and challenge,so as to realize the cultivation of students' higher-order thinking ability to solve complex problems.Then according to the teaching objectives,the teaching content is divided into difficulty levels in the form of problem brackets,which reflects the challenge of teaching.And on the basis of the teaching model of "problem bracket + knowledge frame",a blended teaching mode based on the evolution of knowledge frame in the perspective of "Golden Course" is created.Gradually cultivate students' high-level cognition of "innovation",reflecting the innovation of teaching.Finally,using the educational action research method,assisted by the quasi-experimental research method,the teaching mode is applied to the "University Computer Fundamentals" course of S school.Set up experimental classes and control classes to demonstrate the feasibility and effectiveness of the teaching model.Three rounds of teaching practice were designed and implemented in the experimental class,and the teaching design was continuously reflected and revised.A relatively complete "blended teaching model based on the evolution of knowledge framework from the perspective of golden courses" is obtained.After the implementation of three rounds of teaching,students' learning effects were comprehensively evaluated through higher-order thinking evaluation scales,knowledge framework evolution analysis,changes in the level of students' innovative works,and student interviews to verify the effectiveness of the model.The research results show that:(1)From the perspective of the "Two-nature and one-extent"(high-level,innovative,and challenging)of the "Golden Course",the blended teaching model based on the evolution of knowledge framework from the perspective of " Golden Course " effectively promotes students' learning and improves the quality of course teaching.First of all,in terms of higher-order nature,the blended teaching model based on the evolution of knowledge framework from the perspective of " Golden Course " has a positive and effective role in cultivating higher-order thinking ability.Students have improved in higher-order thinking ability elements such as comprehension ability,application ability,analytical ability,evaluation ability and creativity ability.Secondly,in terms of innovation,with the continuous improvement of students' ability of understanding,application,analysis and evaluation,innovation ability has also been gradually developed.Finally,in terms of challenge,among the three advanced learning topics of difficulty,there are problem brackets designed for each learning topic of different difficulty before class,during class and after class.It is beneficial to help students overcome challenges,stimulate students to think deeply,build a knowledge framework,and effectively improve the elements of higher-order thinking ability at different levels to different degrees.(2)In the process of knowledge framework evolution,understanding,application,and analysis ability are the basis for cultivating higher-order thinking ability,and evaluation and creativity ability are the key factors for the evolution of low-level to high-level higher-order thinking ability.Practical data show that when building an individual knowledge framework online before class,the formation of higher-order thinking ability is based on the development of understanding,application,and analysis capabilities.When building a learning community knowledge framework in the course and offline,the development of higherorder thinking ability is based on the development of understanding,application,and analysis ability,and benefits from the improvement of evaluation and creation ability.When the online individual knowledge framework is re-constructed after class,the improvement of higher-order thinking ability is when the ability of understanding,application,analysis,and evaluation is strengthened to a certain level,which drives the development of creative ability.To sum up,the theoretical innovation of this research lies in the construction of a mixed teaching model of "problem scaffolding + knowledge framework" based on the "Golden Course" of "Two-nature and one-extent".On this basis,a blended teaching model based on the evolution of knowledge framework is created,from the application of the concept of " Golden Course " to practical practice.The practical innovation of this research is that the evolution of knowledge framework runs through the whole teaching process.Teachers guide students to build a knowledge framework by building problem brackets,and by comparing the evolution of higher-order thinking ability elements when students with different levels of higher-order thinking ability build a knowledge framework,explore the development law of higher-order thinking ability in the evolution of knowledge framework.