Teaching Design And Practice Of Blended Courses Under The "Student-Centred" Concept

"Student-centeredness" is the basic concept of modern education and the core pursuit of university education today.In order to better promote the implementation of the "student-centred" education concept in the actual teaching of universities,in recent years,the education administration has issued documents on the construction of first-class courses,advocating teachers to change the relationship between teaching and learning to promote the growth and development of students.Teaching design is the prerequisite and foundation of teaching practice,and it is important to explore how to do a good job of teaching design in order to enhance teaching efficiency and improve teaching quality.However,in the process of responding to the policy guidelines,some courses are inherently inadequate due to the teaching design,resulting in the implementation of blended teaching "two skins" of online and offline teaching phenomenon,the main role of students in the classroom is still not highlighted,the required quality and ability is also still not properly trained to improve.In the end,this is contrary to the original intention of building a blended online and offline first-class course.Based on this,this study mainly uses literature,case study,interview and questionnaire methods.Under the guidance of the concept of "student-centred" education,the design of blended courses is studied in five aspects: teaching objectives,teaching methods,teaching processes,teaching resources and teaching evaluation,with reference to the requirements of talent training programmes and syllabuses,combined with the connotation criteria of "advanced,innovative and challenging" and the evaluation indicators of blended first-class courses,aiming to solve the problems faced in higher education teaching,such as how to improve students’ learning effectiveness and meet their individual development needs.The study also chose the Super Star Learning Platform as a supplementary platform for teaching activities,and carried out an 18-week blended teaching practice for the university-wide elective course "Weiqi and Culture".The teaching was carefully designed according to the existing problems in teaching,in order to improve teaching efficiency and promote the development of students’ knowledge,ability and quality in various aspects.The following conclusions were drawn from the study.1.The teaching design of blended courses under the concept of "student-centred" can achieve the effective integration of teaching objectives,teaching resources,teaching methods,teaching processes and teaching evaluation.Based on the study of policy documents and the summary of previous achievements,and in conjunction with relevant theories,it is proposed that "the formulation of teaching objectives should take into account hierarchical,normative and multidimensional aspects","the provision of teaching contents and resources should focus on the integration of Civic and Political Science and rational selection".The teaching methods focus on improving students’ participation in the classroom "," the teaching process emphasises the flexible connection between online and offline learning "," the design of teaching evaluation focuses on diversity,comprehensiveness and coherence "." The design of the blended course is based on this idea.2.The instructional design of the blended course can meet the learning needs of students and promote their growth and development.Based on the proposed blended instructional design ideas,the instructional design programme for the blended course is developed as:(1)The teaching objectives are designed towards the cultivation of students’ higher-order thinking,facilitating the transition from lower-order cognition to higher-order cognition.(2)The teaching content and resources are designed to expand the integration of thinking and political elements and to integrate the advantages of multiple platforms in order to increase students’ interest in learning.(3)The teaching methods are designed according to different teaching contents,so as to improve the learning effect of students.(4)The teaching process is designed according to the process of "online self-study before class,interactive discussion during class,and review and extension after class",gradually completing the progression from superficial learning to deeper learning.(5)The assessment design ensures that "objectives,teaching and assessment" are aligned,and that students’ learning is considered from all angles and points are awarded to motivate them to learn.3.The provision of several teaching resources effectively contributes to the development of students’ cultural knowledge.The use of modern educational technology,such as the smart board and online platform,has increased the channels for students to learn;the hanging of Go paintings and poems in the cultural classroom has made it easier for students to experience the charm of Go more intuitively;the arrangement of traditional cultural assignments has also made it easier for students to grasp the project’s The arrangement of traditional cultural assignments also makes it easier for students to grasp the origin and development of the project and enhance their understanding of Go culture.4.The arrangement of various learning and practising formats effectively improves students’ technical level of the project.In the interactive sessions such as the quiz set up for the teaching of "Weiqi and Culture",students can think carefully and complete their participation in the activities within a short period of time;more than 80% of the students can answer in time after the discussion questions are issued on successive occasions.In terms of the students’ overall scores,51.73% of the total number of students scored 80-89 and 34.48%of the total number of students scored 90 or above,with a skewed distribution of the score curve,which shows that most students were able to achieve all the standards required by the teaching objectives at the end of their studies.The arrangement of offline pairs practice,four-player matches,eight-player games and online platform learning and exchange competitions not only increased the number of students’ learning and practising,but also improved students’ teamwork ability and enhanced their knowledge application ability,while the variety of practice forms also made the classroom more lively and energetic.