CN113160624A - Financial management hybrid classroom teaching control system and method, medium and application - Google Patents
Financial management hybrid classroom teaching control system and method, medium and application Download PDFInfo
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Abstract
The invention belongs to the technical field of network teaching, and discloses a financial management hybrid classroom teaching control system, a method, a medium and application, which mainly comprise four modules: the teacher online module, the student online module, the teacher classroom module and the student classroom module; the four modules are mutually supported, and the optimal teaching effect is gradually achieved by continuously carrying out comprehensive evaluation; in terms of implementation process, the mixed teaching implementation process based on the turnover classroom is mainly developed step by step according to three stages of 'class front', 'class middle' and 'class back'. According to the invention, a mixed teaching method based on a turnover classroom is adopted, students independently learn based on electronic teaching materials, teaching plans, digital learning platforms and other media resources of course content before class, and internalization of knowledge is completed through activities such as project display, topic discussion, achievement report and the like in class; the interest and the efficiency of the students can be greatly improved, and the classroom turnover in the real sense can be realized.
Description
Technical Field
The invention belongs to the technical field of network teaching, and particularly relates to a financial management hybrid classroom teaching control system, a method, a medium and application.
Background
At present: many organizations and experts both at home and abroad have studied the turning classroom and the mixed teaching. The basic idea of the turnover classroom is as follows: the traditional learning process is turned over, so that learners finish autonomous learning aiming at knowledge points and concepts in the extracurricular time, and the classroom becomes a place for interaction of teachers and students and is mainly used for solving confusion and reporting discussion, thereby achieving better teaching effect. The method reverses the teaching arrangement of the traditional classroom of listening teachers to give lessons on class and doing homework after class, reverses two stages of knowledge teaching and knowledge internalization in the traditional classroom, changes the roles of teachers and students and the traditional teaching structure and teaching process, embodies the basic idea of construction of the insights, stimulates the learning motivation of students to a great extent and improves the classroom participation degree. A survey report by the american educational counseling company classroomwindow in 2012 showed that: 67% of the visited teachers considered that the examination scores of the students in the classroom by turning over were improved; 80% claim that the learning attitude of students is improved; 88% means that turnover of the classroom improves the professional satisfaction of the teacher; 99% of the teachers' presentations will continue to adopt the flip classroom mode.
The mixed teaching concept was originally proposed by foreign training agencies, and refers to the mixing of online and offline on the network, and improves the deficiencies of E-Learning by introducing face-to-face teaching. The mixed teaching concept is put forward in China at the earliest and is the Hekekang professor of the Beijing university, and the mixed teaching mode is considered to combine the advantages of the traditional teaching mode and the advantages of networked teaching, so that the dominant functions of guiding, inspiring and monitoring the teaching process by a teacher are exerted, and the initiative, the enthusiasm and the creativity of students as the main body of the learning process are fully reflected. After a period of development, the hybrid teaching does not refer to the mixing of teaching technologies, but includes the mixing of various teaching theories, the mixing of various learning environments, the mixing of various teaching methods, the mixing of various teaching resources, the mixing of various teaching styles, the mixing of various learning evaluations and the like, and the teaching mode creates a real highly-participatory and personalized learning experience for students.
The turnover classroom emphasizes on-line learning, and the part taught by the teacher in the classroom is easy to ignore; the mixed teaching emphasizes a method that teachers use advanced network and multimedia technology to carry out teaching, and the idea of turning is less combined, so that the 'student-centered' is still not outstanding enough. Financial management is one of major courses of financial management profession, and has the characteristics of wide knowledge range, multiple formulas, strong comprehensiveness, close combination of theory and practice, and mutual intersection and fusion between disciplines (mutual intersection and fusion of knowledge such as financial management, accounting and finance). Meanwhile, the financial management needs to apply a large amount of modern mathematical methods and computer technologies in prediction and decision making, so that most students can reflect more course contents, abstract concepts, complex calculation, great flexibility and difficulty in grasping and understanding when studying the course at the entrance.
At present, the multimedia resource and practice teaching platform of schools can enrich teaching contents and teaching means to a certain extent, but the current teaching still stays in the full-hall irrigation stage, the learning efficiency and effect of students are not high, and the teachers and the students lack of interaction; on the aspect of learning resources, video courses and matched network teaching resources which are completely matched with the course teaching materials and talent culture schemes do not exist; meanwhile, the problems of crowded occupation of students, insufficient class time, insufficient types of professional courses and the like exist in the process of preparing the 2019 financial management talent culture scheme. The traditional teaching mainly takes the examination at the end of the period as the main part and the ordinary score as the auxiliary part, and the conditions of score accumulation and false calculation are easy to occur due to the complex algorithm when the ordinary score is calculated, so that the ordinary score is similar to the nominal score, and the attention of students is not enough; even if some ordinary achievements are real, the problems that teachers cannot count timely and the workload is huge can occur.
Through the above analysis, the problems and defects of the prior art are as follows:
(1) the efficiency and the effect of the existing teaching mode student learning are not high, the interaction between teachers and students is lacked, and the learning resources matched with financial management are lacked.
(2) The normal score is similar to the nominal score, and the attention of students is not enough; even if some ordinary achievements are real, the problems that teachers cannot count timely and the workload is huge can occur.
The difficulty in solving the above problems and defects is:
(1) in the financial management network resource construction process, the recording of the admiring lessons with 75 knowledge points needs to consume a large amount of time and energy, and the design, selection and construction of the admiring lesson content also have certain difficulty.
(2) Most students are used to the teaching mode mainly by teachers, and have certain inertia in learning. Therefore, when a student first contacts a mixed teaching mode based on a turnover classroom, an adaptation period may exist, and how to help the student change roles and adjust the mind state in the adaptation period and actively cooperate with a teacher to complete a learning task is a problem that the whole teaching team needs to think.
(3) The mixed teaching mode advocates students as the main, in order to reach the teaching effect in class, may occupy a large amount of time after class of students to watch the teaching video, accomplish the homework. How to allocate the online time and the offline time is a challenge to mobilize the enthusiasm of students without inducing the feelings of boredom of students.
The significance of solving the problems and the defects is as follows: the mixed teaching based on the turnover classroom emphasizes the teaching idea of the turnover classroom, combines the method and the mode of the mixed teaching, extends the classroom time through the multidirectional fusion of the teaching form, the teaching technology, the teaching means, the teaching target and the teaching evaluation, inverts the knowledge teaching and the deep exploration, and really realizes the three-in-one education of 'student-centered' value modeling, capability cultivation and knowledge teaching. On one hand, the mode provides an individualized learning space and a plurality of learning ways for students, so that the students can independently arrange the learning time and the learning times before class according to the self condition, and the resource sharing is realized; on the other hand, teachers are study instructors and course designers, and can adopt various mixed teaching methods to arouse the study interest of students in class, improve the participation of students, promote the students to complete the role change of a learning center, and enable the students to have more experience opportunities.
On the aspect of application prospect, the hybrid teaching mode is applied to financial management subject teaching, the course resource construction of financial management is enriched, the idea innovation of a financial management teaching scene is realized by using a software platform, the organic relation of three parts of pre-class, in-class and after-class is realized, and the method has important significance for improving the culture efficiency and effect of the talents of the financial management subject.
Disclosure of Invention
Aiming at the problems in the prior art, the invention provides a financial management hybrid classroom teaching control system, a method, a medium and application.
The invention is realized in this way, a financial management hybrid classroom teaching control method, the financial management hybrid classroom teaching control method includes:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
Further, (1) the pre-class learning is divided into three parts:
1) a learning guide part, wherein a teacher issues a learning task through a learning software platform, and students learn under the guidance of an outline;
2) in the specific task part, students can watch teaching videos in cooperation with a course ppt and a teaching plan to complete learning tasks related to teaching difficulty points;
3) the confusion advice part is that students exchange questions with each other or ask teachers about the questions they encounter in the discussion area, and the teachers ask questions online.
Further, the confusion advice part further includes: the teacher sets a knowledge point difficulty questionnaire, the students select knowledge points with difficulty in understanding anonymously on line, and the teacher gives guidance and reinforcement in a classroom in a targeted manner according to the voting result and the information feedback of the students.
Further, in the stage of displaying and reporting the learning result, the teacher issues the inter-group member mutual evaluation table to the group members at irregular intervals, so that the students can score other members except the teacher according to the completion condition of each task.
Further, in the step (3), the course evaluation system adopts a percentile system, wherein the end-of-term examination score accounts for 50% of the total score, the half-term test accounts for 20%, the in-office test accounts for 10%, the classroom performance/achievement exhibition report accounts for 10%, and the attendance rate accounts for 10%.
It is a further object of the invention to provide a computer device comprising a memory and a processor, the memory storing a computer program which, when executed by the processor, causes the processor to perform the steps of:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
It is another object of the present invention to provide a computer-readable storage medium storing a computer program which, when executed by a processor, causes the processor to perform the steps of:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
The invention also aims to provide an information data processing terminal which is used for realizing the financial management hybrid classroom teaching control method.
Another object of the present invention is to provide a financial management hybrid classroom teaching control system implementing the financial management hybrid classroom teaching control method, the financial management hybrid classroom teaching control system including:
the teacher online module is used for analyzing a teaching target, a teaching object and teaching contents by a teacher and designing teaching activities and teaching resources;
the student online module is used for finishing learning and understanding of knowledge by students;
the teacher classroom module is used for teaching a teacher in a classroom, the teacher listens to study reports, watches homework achievements, organizes in-class tests and commenting teaching cases of students in the classroom, answers and discusses the study feedback of the students simultaneously, and the classroom is reinforced for difficult points or key points of teaching;
student classroom module, the student carries out knowledge internalization through the classroom link, and the student can report oneself understanding to the knowledge to the teacher, demonstrates the homework condition of oneself and other learning achievements, in time feeds back to the teacher to the problem that meets in the study, and the teacher makes the answer.
The invention also aims to provide a network teaching control terminal, which is used for realizing the financial management hybrid classroom teaching control method.
By combining all the technical schemes, the invention has the advantages and positive effects that: the teacher leading type is changed into the mode of taking students as the center, and the interactivity of the teachers and the students is greatly improved. The invention adopts a mixed teaching method based on a turnover classroom, one of the most important targets of the method is to convert the traditional 'teacher leading type' into 'student-centered', the students can independently learn in the learning environment of personalized cooperation type provided by the teacher before class, such as media resources of micro-video, animation, electronic teaching materials based on course content, teaching plans, digital chemical learning platforms and the like, and the internalization of knowledge is completed through activities of project display, theme discussion, achievement report and the like in class. The online teaching platform can realize online communication, and teachers can also know the learning pain points and difficulty points of students through statistical software; the off-line classroom also becomes a place for teachers and students to interact, and is mainly used for answering, puzzling and sharing discussions. The process can greatly improve the learning interest and the learning efficiency of students and realize classroom turnover in a real sense. The method comprises the steps of making a network online learning course by tailoring, and creating a static and dynamic teaching resource package. The invention formulates online learning courses on the network, and creates static and dynamic teaching resource packages for students to learn; meanwhile, a mixed teaching method based on a turnover classroom is adopted, online network teaching and offline teaching courses are organically combined, students are examined and supervised in a multidimensional and omnibearing manner, and the students are helped to finish teaching targets in time. When the school minute is released, the types of professional courses are enriched. The invention can lead the students to finish the large amount of learning time after class, thereby not only ensuring the completeness of financial management teaching, but also releasing more credits and learning time for the talent culture of financial management and providing a new thought for scientific and reasonable course arrangement.
On one hand, the evaluation system is beneficial to forming a scientific scoring standard, and the unnecessary workload of teachers is fully released; on the other hand, students can be stimulated to monitor the change of scores at any time, run quickly in a small step, consciously develop habits of on-line learning, discussion, pre-learning and answering, actively participate in on-line classroom activities, and complete various challenges arranged by teachers.
Drawings
In order to more clearly illustrate the technical solutions of the embodiments of the present application, the drawings needed to be used in the embodiments of the present application will be briefly described below, and it is obvious that the drawings described below are only some embodiments of the present application, and it is obvious for those skilled in the art that other drawings can be obtained from the drawings without creative efforts.
Fig. 1 is a schematic diagram of a financial management hybrid classroom teaching control system according to an embodiment of the present invention.
Fig. 2 is a flowchart of a financial management hybrid classroom teaching control method according to an embodiment of the present invention.
Detailed Description
In order to make the objects, technical solutions and advantages of the present invention more apparent, the present invention is further described in detail with reference to the following embodiments. It should be understood that the specific embodiments described herein are merely illustrative of the invention and are not intended to limit the invention.
In view of the problems in the prior art, the present invention provides a financial management hybrid classroom teaching control system and method, medium and application thereof, which are described in detail below with reference to the accompanying drawings.
As shown in fig. 1, the financial management hybrid classroom teaching control system provided by the embodiment of the present invention mainly comprises four modules: the teacher online module, the student online module, the teacher classroom module and the student classroom module. The four modules are mutually supported, and the optimal teaching effect is gradually achieved by continuously carrying out comprehensive evaluation
Teacher on-line module
The teacher firstly analyzes the teaching target, the teaching object and the teaching content and designs the teaching activity and the teaching resource. The teaching activity design mainly refers to the allocation of learning tasks, the division of learning groups, the formulation of evaluation standards, the design of classroom discussion and question answering in advance on learning expert software, the arrangement of voting links, the class testing and the like. Teaching resources mainly depend on a financial management science network teaching resource package, and dynamic and static teaching resource packages are poured into a learning system in advance for students to pre-study before class and review after class.
② student on-line module
The students complete the learning and understanding of knowledge through the online module. The students firstly receive teaching tasks of teachers, independently learn through teaching resources such as financial management science teaching videos, teaching PPT and teaching plans provided by the teachers in the learning expert, need to actively communicate with students or teachers in the learning process, and basic understanding of course contents is achieved. The exercise or the job is completed based on the understanding of the course content.
Teacher classroom module
The turnover classroom overturns the teaching process of teacher teaching and student homework, the teacher mainly promotes knowledge internalization through classroom teaching, most of the time of the teacher in the classroom is used for listening to the student's learning reports, watching homework achievements, organizing in-class tests, commenting teaching cases and the like, meanwhile, the student's learning feedback is answered and discussed, and the classroom is appropriately strengthened for difficult points or key points of teaching. On one hand, the communication between teachers and students is deepened, and on the other hand, the learning conditions of students can be supervised in real time.
Student classroom module
Students have basically understood knowledge of relevant chapters and sections of financial management through online learning, and the classroom link is mainly to carry out knowledge internalization. Students can report their knowledge to teachers, and show their homework situation and other learning achievements. The problems encountered in the learning process are timely fed back to the teacher, and the teacher answers. Students can also discuss about a certain knowledge point to deepen learning.
The static resource package mainly comprises: a complete set of teaching resource packages including a financial management complete set of course videos, teaching synopsis, teaching courseware, electronic teaching plans for classroom teaching, and a teaching resource library (comprising a case library, a question library, small teaching interest videos and the like). The related content of the resource package is uploaded to the cloud disk of the software through a platform provided by 'learning through', so that teachers and students can conveniently call and use the resource package at any time.
The dynamic resource package mainly comprises: the construction of dynamic learning resources comprises (1) course notification, wherein teachers enter the course at least 1 time every day, and learning items are notified, issued and tracked in time. (2) The question answering and discussion can prompt and solve the existing question quickly and enhance the interaction between students and teachers and students. (3) Course operation: each chapter issues a job, and the submitted jobs are read, counted and fed back in time. Open-ended thought questions were designed for students to discuss and communicate in addition to traditional types of assignments. (4) On-line test, after each chapter is finished, post-class subtest mainly based on selection and blank filling is carried out, and tests in at least two periods are carried out in each school period, including comprehensive test of complete test questions, wherein objective questions can be automatically scored. (5) And a course questionnaire, which is to collect relevant data of the current application situation of the on-line open course of the student and mastered difficulty of the course through 'learning expert' and give the course teacher timely iteration and adjustment of the teaching mode.
As shown in fig. 2, the financial management hybrid classroom teaching control method provided by the embodiment of the present invention includes:
the method comprises the following steps:
before the hybrid teaching is formally implemented, a teacher needs to upload a designed and manufactured autonomous learning task list and online matching course resources with micro videos as cores to a learning cloud disk, and meanwhile students can be grouped according to 6-8 persons. The pre-class learning can be divided into three parts: 1) a learning guidance part, in which a teacher issues learning tasks such as teaching targets and important and difficult points of the content of the teacher and suggestions of learning methods through 'learning expert', and students learn under the guidance of the outline; 2) in the specific task part, students can watch 'micro-class' videos by matching with a course ppt and a teaching plan to complete learning tasks related to the difficulty and difficulty in teaching; 3) confusing the advice part, students can communicate with each other or ask questions to the teacher about the problems encountered in learning in the forum, and the teacher answers questions online. Meanwhile, the teacher sets a knowledge point difficulty questionnaire, the students can anonymously select knowledge points with difficulty in understanding on line, and the teacher gives guidance and reinforcement in a classroom in a targeted manner according to voting results and information feedback of the students.
In the course of lessons:
in the course of answering, firstly, a teacher can adopt a centralized teaching or organization discussion mode to carry out face-to-face answering and answering aiming at common problems existing in the task completion process of students, and particularly, the teacher can give key instruction to high knowledge points of voting results. Secondly, in a typical task, a group can be randomly selected to display and report learning results, the reporting forms are various, students can go to a podium to become a leading role in a PPT mode, and learning sharing can be performed in a thinking guide picture and time-limited speech mode; the teacher can provide typical comprehensive cases for students to discuss and answer on site, and the students write the case results on the blackboard through the 'person selection' or 'answer' learning function, finally know the learning effect according to the student answering condition, and iterate the course contents. Finally, the teacher will carry out the examination to the students in the same room through the general study function, the general pre-examination consists of objective questions, the chapter test in the same room and the half-period examination consist of complete examination papers, and the teacher adjusts the class performance according to the examination result of the students and carries out secondary strengthening to the difficult points.
③ after class:
after the demonstration and communication in the class are finished, the students finish the post-class homework arranged by the teachers, and modify, perfect and refine the learning results and the backstepping summary of the students according to the suggestions of the teachers and other classmates and submit the results and the backstepping summary to the learning platform. On one hand, teachers can take the information as an important component of the procedural learning evaluation, and on the other hand, the information can be converted into reusable and reproducible learning and culture resources and education reform resources so as to promote the education system to enter a spiral-type rising 'super-cycle' and self-organization system.
In this process, the teacher needs to redesign the evaluation system of the lesson. The course evaluation adopts a percentage system, wherein the examination score at the end of the period accounts for 50% of the total score, the half-period test accounts for 20%, the in-class test accounts for 10%, the classroom performance/result display report accounts for 10%, and the attendance rate accounts for 10%. In the achievement display and report stage, in order to prevent students from speculating and getting skillful and abusing the amount of the tarnish, teachers send group members an inter-evaluation table (as shown in table 1) irregularly, so that the students can score other members except the students according to the completion condition of each task. The mutual evaluation of the groups can keep the students in a sense of urgency constantly, and the learning initiative of the students is improved.
TABLE 1 inter-evaluation of group members
It should be noted that the embodiments of the present invention can be realized by hardware, software, or a combination of software and hardware. The hardware portion may be implemented using dedicated logic; the software portions may be stored in a memory and executed by a suitable instruction execution system, such as a microprocessor or specially designed hardware. Those skilled in the art will appreciate that the apparatus and methods described above may be implemented using computer executable instructions and/or embodied in processor control code, such code being provided on a carrier medium such as a disk, CD-or DVD-ROM, programmable memory such as read only memory (firmware), or a data carrier such as an optical or electronic signal carrier, for example. The apparatus and its modules of the present invention may be implemented by hardware circuits such as very large scale integrated circuits or gate arrays, semiconductors such as logic chips, transistors, or programmable hardware devices such as field programmable gate arrays, programmable logic devices, etc., or by software executed by various types of processors, or by a combination of hardware circuits and software, e.g., firmware.
The above description is only for the purpose of illustrating the present invention and the appended claims are not to be construed as limiting the scope of the invention, which is intended to cover all modifications, equivalents and improvements that are within the spirit and scope of the invention as defined by the appended claims.
Claims (10)
1. A financial management hybrid classroom teaching control method is characterized in that the financial management hybrid classroom teaching control method comprises the following steps:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
2. The financial management hybrid classroom teaching control method of claim 1, wherein (1) the mid-class learning is divided into three parts:
1) a learning guide part, wherein a teacher issues a learning task through a learning software platform, and students learn under the guidance of an outline;
2) in the specific task part, students can watch teaching videos in cooperation with a course ppt and a teaching plan to complete learning tasks related to teaching difficulty points;
3) the confusion advice part is that students exchange questions with each other or ask teachers about the questions they encounter in the discussion area, and the teachers ask questions online.
3. The financial management hybrid classroom instruction control method of claim 2, wherein the confusion advice portion further comprises: the teacher sets a knowledge point difficulty questionnaire, the students select knowledge points with difficulty in understanding anonymously on line, and the teacher gives guidance and reinforcement in a classroom in a targeted manner according to the voting result and the information feedback of the students.
4. The financial management hybrid classroom teaching control method of claim 1, wherein (2) in the learning outcome display and reporting phase, the teacher occasionally issues a team member mutual evaluation form to the team members, and the students can score other members except themselves according to the completion of each task.
5. The financial management hybrid classroom teaching control method of claim 1, wherein in said step (3), the course evaluation system adopts a percentage system, wherein the end-of-term examination score accounts for 50% of the total score, the half-term examination accounts for 20%, the in-class examination accounts for 10%, the classroom performance/result demonstration report accounts for 10%, and the attendance rate accounts for 10%.
6. A computer device, characterized in that the computer device comprises a memory and a processor, the memory storing a computer program which, when executed by the processor, causes the processor to carry out the steps of:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
7. A computer-readable storage medium storing a computer program which, when executed by a processor, causes the processor to perform the steps of:
(1) the pre-class stage: the teacher uploads the autonomous learning task list and the online matched course resources to learning software, and the students learn before class;
(2) in the middle stage: firstly, a teacher adopts a centralized teaching or organized discussion mode to carry out face-to-face answering and puzzlement aiming at common problems of students in the task completion process, and particularly, the teacher can give key instruction to high knowledge points of voting results; secondly, in a typical task, a random selection group displays and reports learning results; finally, the students are tested along with the classroom, and the teacher adjusts the lesson performance according to the test result of the students and secondarily strengthens the difficult points;
(3) a post-class stage: after the demonstration and the communication in the class are finished, the students finish the post-class work arranged by the teachers, modify, perfect and refine the learning results and the thinking resistance summary of the students according to the suggestions of the teachers and other classmates and submit the results to the learning platform, and the teachers design the evaluation system of the courses.
8. An information data processing terminal, wherein the information data processing terminal is used for implementing the financial management hybrid classroom teaching control method of any one of claims 1-5.
9. A financial management hybrid classroom teaching control system for implementing the financial management hybrid classroom teaching control method of any one of claims 1-5, the financial management hybrid classroom teaching control system comprising:
the teacher online module is used for analyzing a teaching target, a teaching object and teaching contents by a teacher and designing teaching activities and teaching resources;
the student online module is used for finishing learning and understanding of knowledge by students;
the teacher classroom module is used for teaching a teacher in a classroom, the teacher listens to study reports, watches homework achievements, organizes in-class tests and commenting teaching cases of students in the classroom, answers and discusses the study feedback of the students simultaneously, and the classroom is reinforced for difficult points or key points of teaching;
student classroom module, the student carries out knowledge internalization through the classroom link, and the student can report oneself understanding to the knowledge to the teacher, demonstrates the homework condition of oneself and other learning achievements, in time feeds back to the teacher to the problem that meets in the study, and the teacher makes the answer.
10. A network teaching control terminal, which is used for implementing the financial management hybrid classroom teaching control method of any one of claims 1-5.
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