基于超星学习通的BOPPPS混合式教学模式在兽医微生物学课程中的实践探索

Application of the BOPPPS hybrid teaching model based on Chaoxing learning platform in the teaching of Veterinary Microbiology

摘要:

为提升兽医微生物学课程教学质量，培养学生自主学习与实践应用能力，本研究设计并实施了一种融合超星学习通平台与BOPPPS教学模式的线上线下混合式教学方法。BOPPPS模式以学生为中心，包含导入(bridge-in)、目标(objective) 、课前评估(pre-assessment)、参与式学习(participatory learning)、课后评估(post-assessment)与总结(summary) 6个递进环节。在教学实施中，依托超星学习通平台建设线上资源库，包含教学视频、章节测试、案例库及拓展文献等；线下课堂则依据BOPPPS环节展开。本文以“布鲁菌”这一节为例，针对动物医学专业与兽医公共卫生专业分别设计差异化的教学案例与课堂活动，实现专业内容与教学目标的双重适配。通过对甘肃农业大学动物医学与兽医公共卫生专业2020-2023级的4个班级共300名学生开展对照教学实验，结合问卷调查与成绩分析进行效果评估。结果显示，混合式教学组学生在学习兴趣、课堂互动、自主学习能力及综合成绩等方面均显著优于传统教学组(P<0.01)。研究表明，基于超星学习通与BOPPPS的混合式教学模式能够有效促进教学结构优化、增强学生参与深度，并为兽医类课程的数字化教学改革提供可操作的实践路径。

Abstract:

To improve the teaching effect of Veterinary Microbiology and foster students’ independent learning ability and application ability, we developed and applied a hybrid teaching strategy based on both the Chaoxing learning platform and BOPPPS instructional framework. BOPPPS is student-centered blended teaching model with six sequential steps: bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary. In the teaching, an online resource repository was built on the Chaoxing learning platform, which included teaching videos, chapter quizzes, a case database, and supplementary literature. The offline classroom activities were structured around the BOPPPS stages. For example, with respect to Brucellosis, different teaching cases and activities were developed for students from the Veterinary Medicine program and the Veterinary Public Health program, tailored to different professional contents and teaching goals. We carried out a control-teaching experiment on 300 students who majored in Veterinary Medicine and Veterinary Public Health at Gansu Agricultural University and were enrolled in 2020-2023. We evaluated the effect of the teaching model by means of questionnaires and performance. The results showed that compared with the conventional teaching group, the blended teaching group had higher learning interest, classroom participation, independent study ability, and comprehensive scores (P<0.01). This integrated teaching model based on Chaoxing learning platform combined with BOPPPS can optimize the teaching pattern, enhances student engagement, and offers a practical route to the digital development of courses related to veterinary medicine.