基于BOPPPS模型的双线混融教学模式探索与实践——以国家级一流本科课程“中药分析学”为例
Exploration and Practice of Dual-Line Blended Teaching Mode Based on BOPPPS Model—A Case Study of National First-Class Course “Chinese Medicine Analysis”

传统的线上教学模式面临着诸多挑战，如学生参与度不足、师生互动性差、教学成效有限等。本研究利用BOPPPS (Bridge-in, Objective, Pre-assessment, Participation Learning, Practice, Summary)模型的优势，对国家级一流本科课程“中药分析学”的双线混融教学模式进行了改革探索与实践。相较于传统的线上教学方法，BOPPPS模式通过其结构化的六个阶段，不仅能够有效提升学生的自主学习能力和创新思维，还能增强其科学素养。这种模式通过衔接引入、明确学习目标、前测评估、后测评估、实践操作和总结回顾，有助于学生深化对知识的掌握、分析和理解。同时，它还能够激发教育工作者的信心和创新意识，从而在教学过程中实现更高效和互动性更强的学习体验。
Traditional online teaching models face many challenges, such as insufficient student participation, poor teacher-student interaction, and limited teaching effectiveness. This study utilizes the advantages of the BOPPPS (Bridge-In, Objective, Pre-assessment, Participation Learning, Practice, Summary) teaching model to carry out a dual-line blended teaching mode in the National First-class Course “Chinese Medicine Analysis”. Compared to traditional online teaching methods, the BOPPPS model, through its structured six stages, can not only effectively enhance students’ autonomous learning ability and innovative thinking but also strengthen their scientific literacy. This model, by connecting introduction, clarifying learning objectives, pre-assessment, post-assessment, practical operation, and summary review, helps students deepen their mastery, analysis, and understanding of knowledge. At the same time, it can also stimulate the confidence and innovative consciousness of educators, thereby achieving a more efficient and interactive learning experience in the teaching process.