A Case Study of the Concept and Framework of Dual-line Blended Teaching in Higher Vocational Education
The deep integration of emerging technologies and education provides an important driving force for innovative teaching forms,but the problems of insufficient technological literacy in the exist-ing teaching and learning have yet to be solved,and the dual-line blended teaching is expected to bring new insights for improving the technological literacy of teachers and students and innovating the form of teaching and learning.Theoretical level:the concept of dual-line blended teaching is defined,and the new constructivist theory,embodied cognition theory,and mind-flow theory are used as guide-lines to clarify the design principles of dual-line blended teaching,including the two aspects of tech-nological unification(virtual reality technology,digital twin technology,data analytic technology,and 5G technology)and integration and symbiosis.Practical level:taking the Course of Construction Engi-neering Measurement and Valuation in Vocational Education as an example,following the"three-way linkage"course path of"vertical connection before,during and after class,horizontal integration of on-line and offline,and seamless switching of virtual reality",we started from the"cloud roaming before class"to the three-stage construction of the dual-line hybrid teaching design framework:"cloud roam-ing awakens the consciousness of the main body before class,human-computer interaction facilitates in-person exploration during class,virtual-reality symbiosis expands cognitive boundaries after class",so as to achieve the same direction of professional teaching and intelligent parenting.
digital transformationdual-line blended teachinginstructional designvocational course
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