%0 Journal Article
%T “141”协同育人模式下学习成效的评估分析——以杭州师范大学《数学分析》SPOC混合式课程为例<br>Evaluation and Analysis of Learning Effectiveness under the “141” Collaborative Education Model—Taking the SPOC Blended Course of <i>Mathematical Analysis</i> at Hangzhou Normal University as an Example
%A 汪婧雯
%A 孙庆有
%J Advances in Education
%P 8305-8312
%@ 2160-7303
%D 2023
%I Hans Publishing
%R 10.12677/AE.2023.13111285
%X <span style=\"font-size:14px;\">目前，大学生的学习成效是国内各高校研究和实践的热点，提高课程教学效率与质量是高校必须解决的重要课题。在“三全育人”的视域下，杭州师范大学从师范特性出发，以《数学分析》课程为示范构建了以SPOC混合式课程为基础的“141”协同育人模式。本文旨在深入剖析“141”协同育人模式的驱动机制、运行机制、保障机制三个育人机制，基于案例分析与多元回归法，对杭州师范大学数学系具有代表性的年级及班级学生《数学分析》课程的学习进行成效评估，以期总结并推广课程建设经验，并进行完善与改进。</span><br />
<span style=\"font-size:14px;\">At present, the learning effectiveness of college students is a hot topic in the research and practice of domestic colleges and universities, and improving the efficiency and quality of course teaching is an important issue that colleges and universities have to solve. Under the perspective of “three-pronged education”, Hangzhou Normal University (HZNU) has constructed a “141” collaborative education model based on SPOC blended courses with the course of Mathematical Analysis as a model from the perspective of teacher training. The purpose of this study is to analyze the driving mechanism, operating mechanism and guarantee mechanism of the “141” collaborative education model, and to evaluate the effectiveness of the learning of the Mathematical Analysis course in representative grades and classes in the Mathematics Department of Hangzhou Normal University based on the case study and multiple regression method, so as to summarize and popularize the experience of the course construction, and to perfect and improve it.</span>
%K “141”协同育人，数学分析，建构主义，成效评估，多元回归<br>“141” Collaborative Education
%K Mathematical Analysis
%K Constructivism
%K Effectiveness Evaluation
%K Multiple Regression
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=74697