OMO混合教學(xué)模式在《汽車電工電子技術(shù)》課程中的應(yīng)用和研究

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摘 要：本文通過(guò)對(duì)OMO教學(xué)模式的闡述及問(wèn)題分析，對(duì)線上線下融合教學(xué)在教學(xué)準(zhǔn)備、教學(xué)內(nèi)容設(shè)計(jì)、課堂教學(xué)實(shí)施及教學(xué)評(píng)價(jià)機(jī)制四方面進(jìn)行深入探討，并以《汽車電工電子技術(shù)》課程為例，提出了系列建議，希望對(duì)后疫情時(shí)代高職院校汽車技術(shù)專業(yè)教學(xué)有所裨益。

關(guān)鍵詞：OMO 混合教學(xué)模式 線上線下融合

Abstract：Through the elaboration of OMO teaching mode and the analysis of problems， this paper deeply discusses the online and offline integrated teaching in four aspects： teaching preparation， teaching content design， classroom teaching implementation and teaching evaluation mechanism. Taking the course of Automotive Electrical and Electronic Technology as an example， this paper puts forward a series of suggestions， hoping to be beneficial to the teaching of automotive technology in higher vocational colleges in the post epidemic era.

Key words：OMO， mixed teaching mode， online and offline integration

1 引言

由于新型冠狀病毒的爆發(fā)和持續(xù)蔓延，全國(guó)高校的正常教學(xué)秩序受到極大的沖擊。（剩余4671字）