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<p>Under the tide of education informatization, the organic combination of information technology and teaching and the innovation and exploration of online and offline blended teaching modes have attracted wide attention. This paper innovatively proposes a three-phase hybrid teaching model of pre-course pre-study, classroom teaching, and post-course consolidation and explores its application in practical teaching. Specific to a university’s comprehensive practice course as an example, selected traditional practice teaching control class and the application of hybrid practice teaching of the experimental class for comparison experiments, respectively, before the experiment, during the experiment, and after the experiment to test the students’ comprehensive practice scores, and after the experiment on the students of the mode of application of the effect of the questionnaire after the application of the blended mode of teaching, 95% of the students on the mode of approval, 83% of the students in the positive performance in this mode of teaching. The experimental class’s comprehensive practice level increased by 32.81%. It is concluded that the blended teaching mode not only can effectively mobilize students’ learning enthusiasm but also has a positive effect on students’ practical ability.</p>
</abstract>

Under the tide of education informatization, the organic combination of information technology and teaching and the innovation and exploration of online and offline blended teaching modes have attracted wide attention. This paper innovatively proposes a three-phase hybrid teaching model of pre-course pre-study, classroom teaching, and post-course consolidation and explores its application in practical teaching. Specific to a university’s comprehensive practice course as an example, selected traditional practice teaching control class and the application of hybrid practice teaching of the experimental class for comparison experiments, respectively, before the experiment, during the experiment, and after the experiment to test the students’ comprehensive practice scores, and after the experiment on the students of the mode of application of the effect of the questionnaire after the application of the blended mode of teaching, 95% of the students on the mode of approval, 83% of the students in the positive performance in this mode of teaching. The experimental class’s comprehensive practice level increased by 32.81%. It is concluded that the blended teaching mode not only can effectively mobilize students’ learning enthusiasm but also has a positive effect on students’ practical ability.

The Application of Blended Teaching Model in Practical Teaching in the Context of Big Data

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

Under the tide of education informatization, the organic combination of information technology and teaching and the innovation and exploration of online and...

The Application of Blended Teaching Model in Practical Teaching in the Context of Big Data

Online veröffentlicht: 22. Mai 2024

Seitenbereich: -

Eingereicht: 09. Feb. 2024

Akzeptiert: 11. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1180

Schlüsselwörter
Blended teaching mode, Practical teaching, Experimental method, Teaching effect, Questionnaire survey

© 2024 Juanjuan Tian, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Application of Blended Teaching Model in Practical Teaching in the Context of Big Data

Online veröffentlicht: 22. Mai 2024

Seitenbereich: -

Eingereicht: 09. Feb. 2024

Akzeptiert: 11. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1180

SchlüsselwörterBlended teaching mode, Practical teaching, Experimental method, Teaching effect, Questionnaire survey

© 2024 Juanjuan Tian, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Blended teaching mode, Practical teaching, Experimental method, Teaching effect, Questionnaire survey