The sudden new crown epidemic has posed new challenges to teachers’ teaching and students’ learning. According to the overall requirements of the Ministry of Education, Shanghai Municipality, and schools of “suspending classes without stopping teaching, and without stopping classes”, online teaching has become the basis for teacher-student interactive learning. According to the requirements of the school and the college, Mr. Liu Qinming, the director of the Industrial Engineering Department of the Business School, immediately conveyed the spirit to the teachers in the department and prepared for online teaching together.
Teacher Liu Qinming meticulously designed the teaching, so that he knew it well. First of all, in online teaching, in order to avoid live broadcast jams and other phenomena, a recording + online interactive teaching method is adopted. Secondly, for each video, the refined video mainly tells the content, learning requirements, etc., and requires students to understand the learning content and learning requirements of the current video before learning the video, so that students can be aware of the learning process. Third, upload instructional design, courseware, electronic textbooks, bibliographic information, etc. Fourth, perform classroom tracking and notify all students to sign in in conjunction with the WeChat group. Finally, in order to let students understand the current online learning effect, at the end of this week’s course, we will share with students our check-in rate, test rate, and task completion status for this course. The effect is very good.
Teacher Ye Chunming uses the curriculum ideological and political thinking to guide. In the introduction of production and operation concepts, the main line is the mismatch between supply and demand in enterprise operation management, and detailed introduction of how companies deal with this mismatch between supply and demand, and incorporate the traditional internal production and operation management of the enterprise into the entire supply chain management system. Expand the content scope of operation management, enrich the perspective of operation management, improve the operation management system and reflect the development trend of operation management research, and attach importance to the basic training of operation management. It introduces in detail how to operate in a realistic operation management environment. Use operational models to analyze and solve problems. Based on the current situation of Wuhan’s current epidemic “New Coronavirus Pneumonia” (English name 2019-nCoV) causing the supply of masks in short supply, the analysis of the problems caused by the mismatch between supply and demand and the countermeasures have greatly inspired students’ thinking about operation and management.
Teacher Li Junxiang was deeply impressed by the video recording. The more prepared he is, the easier the class will be. After recording the video, upload the video during non-working hours to prevent network congestion. There is a difference between recording a class and attending a class. You can relax a little bit in class, and you can modify it on the spot if you say something wrong, but you need to be very careful when you record the class. Unsure knowledge or controversial or extreme views will be broadcast when you record it. Play back the recording to check and cut out some unfounded sentences! From this point of view, you must work hard to sort out the PPT before recording a class, even if it is the same class that has been taken for many years. Be sure to find out the logical inaccuracies or update the outdated data before recording. It is very troublesome to modify in the middle after recording.
Teacher Li Lin said that it is indeed a challenge for a teacher who has been teaching on the stage for more than 30 years to suddenly switch to online teaching. After online lectures, it is inevitable to communicate with other teachers. There are 47 students in the class and 33 speakers. The students’ speeches and the teacher’s replies can be seen by each other. Discussions around a certain central topic can inspire inspiration and set off a storm of thought in everyone’s mind. This process of stimulating creative thinking is also the advantage of online teaching.
Teacher Tai Yuhong believes that compared with offline teaching, the greatest convenience of online teaching is the Superstar statistical function to facilitate the management of students; secondly, the student interaction exceeds expectations.
Superstar’s statistical function greatly improves student management efficiency. The WeChat group was established at the first time, and it was released to every student through Chaoxing notice. After the online teaching starts, through Chaoxing’s statistical function, targeted communication with students in real time is impossible in offline teaching.
Class interaction exceeded expectations. In order to improve the activeness of online learning, I set up a test question and a discussion question in each class, and students actively participate. I have a class of 115 people. If I teach offline, only a few people are allowed to speak on the discussion questions, but almost everyone on the line has made a speech, which is far beyond my expectations. For the students who spoke, I sent it to “Little Red Flower” and extra points.
Teacher Yang Yuying and Bai Hesong believe that the curriculum teaching arrangement should be redesigned to achieve better online teaching effects. The first is to consider that many students explain the key content of the course more carefully without teaching materials; the second is to allocate the explanation and discussion content reasonably, which is different from offline classroom teaching, which can be discussed in a timely manner based on student feedback, online teaching It is necessary to arrange in advance which knowledge points to discuss, so that students can apply what they have learned in a timely manner; the third is to better design after-school homework, so that students who can review and prepare for the next lesson. The fourth is to provide students with a wealth of learning materials. Considering that video playback learning is not conducive to after-school review, the course ppt, learning key instructions and other materials are provided to students so that students can download and learn.
Teachers Huang Xiaoqing and Sun Junhua believe that how to motivate students in online classrooms and how to evaluate the effects of online learning are the most difficult aspects of online teaching. We send the course learning tasks and key points to students through WeChat groups a week in advance to clarify students’ learning goals. The PPT courseware was also modified to make the PPT richer in content, clearer, and more detailed in the calculation steps than offline teaching. Use the statistic function of Xuetong to monitor students’ learning status in real time, and promptly supervise the failure to complete teaching tasks on time. In addition, every time the class sets up homework or discussion, students can do it after the end of the video class to help them consolidate their knowledge points. And interact with students in time to grasp the feedback of students on online teaching, so as to adjust and improve in time.
Teachers Xia Lisha and Wei Hairui believe that under the constraints of distance learning, allowing students to feel and understand the homework process and possible problems in the homework is the most difficult part of online teaching. First of all, in the recording and teaching of the course, I tried to use typical cases to elicit, explain and sort out the relevant core knowledge points, and strive to attract students to learn the recorded videos in a more lively and acceptable way. Secondly, in order to ensure the timeliness and personalized needs of online interaction, the interactive media adopts the comprehensive application of Chaoxing platform, learning communication, WeChat and other methods, and achieves the consolidation of learning points through in-class tests. Case discussions stimulated students’ understanding and thinking about the core content of the classroom, allowing everyone to have a deeper and divergent understanding of the content of the course in the sharing and exchange of views; finally, answering questions, sharing excellent homework, handling special situations of foreign students, and teaching summary.
Teachers Huang He and Xie Minzhi believe that it is both a challenge and an opportunity for teachers to conduct such a large-scale online teaching for the first time, especially for new teachers who have just started. First, sufficient pre-class preparation is the basic work of online teaching. PPT needs to be changed accordingly: In addition to listing the key concepts and content in the course, it is also necessary to fully display the detailed steps of some important issues on the PPT. In this way, on the one hand, while allowing students to listen to the audio explanation, they can quickly keep up with the analysis process of the problem; on the other hand, it is convenient for students to review after class against the recorded video. Not only that, inserting the short video (1-5 minutes) related to the course into the recording video and integrating with the recording video can better assist the teacher’s explanation and promote the students to further understand the teaching content. The second is that the comprehensive utilization of the multi-function of the platform is the key path for online teaching. The topic discussion function is enabled; through the rush-answer function, rush-answer questions of important knowledge points are released; Superstar group chat can be used to discuss with students during the course teaching process, and the WeChat group chat can be used to post course information, notices and related materials. The third is that a comprehensive after-school tutoring program is the follow-up guarantee for online teaching. Using the group function of the Chaoxing platform, the students taught can be gathered at a fixed time each week to provide unified answers to the problems encountered during the week of study. Not only can the inefficiency caused by scattered answers be avoided, but also students can participate together through this function to discuss solutions to difficult problems.
