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1.INTRODUCTIONIn recent years, the technologies of computer and internet are developing very fast, and they are promoting the innovation of teaching model. Some new teaching models, such as MOOCs, SPOC, are growing up. They make more people learn specialized knowledge more easily. Now there are so many MOOCs[1]-[5]. Our group have studied on MOOCs for a long time and got some results[6]-[7]. But our previous study focused on the theory courses. Practical teaching is very important and our group also pays much attention on it[8]-[9]. In our university, the teaching process of practical lesson is the teacher introduces the principles, devices and the matters needing attention of the experiment (in class)->students do experiment(in class)->students write report(after class). If the students find something uncertain when he is writing the report, it is difficult for him to prove his opinion. For the teacher, introducing the experiment is a repetitive process. In order to improve the efficiency and effect of the practical lesson, our group began to innovate the teaching model of the practical lesson from 2017. A mini-experiment-teaching APP was developed and the students must finish watching the teaching video and answering certain questions and get a good score by the APP before they come to the laboratory and begin the experiment. The experimental lesson of opto-electronic technology is a very important lesson for the student whose major is optical engineering. It is made of 18 experiments. Each year, more than 100 students have this lesson, about 10 teachers and 2 experimental instructors are needed. Our group decided to practice the new teaching model on this lesson. 2.INTRODUCTION OF THE TEACHING-ASSISTANT APPNowadays almost every student has a smartphone and uses it frequently, in order to make it convenient for the student to use, a teaching-assistant APP that can be used by smartphone was developed by our group. 2.1Installment of the APPThe APP can be used in the android or OS system. It can be installed very easily. Fig. 1 gives the two-dimensional code of this APP. The student just need to scan the two-dimensional code and the software will set up automatically. Of course, the student also can use it by a computer. 2.2Functions of the APPThe APP is made of two main parts, the administrator module and the student module, as showed in Fig. 2 (a). In the administrator module, the teacher can manage the students, upload the teaching video, lecture notes, teaching material, and the exercises, etc., know whether the students have finished watching the teaching video and preview questions before class, and check the students’ answers. In the student module, the student can watch the teaching video, read the lecture notes and teaching material, finish the exercise. Before the experiment, the student know his score, the right answer of each question, and whether he gets the qualification to begin the experiment. 2.3Teaching videoTeaching video is the main component of the internet teaching. In order to make the student understand the experiment deeply, the principle, devices, process, control software and the matters needing attention of the experiment are introduced in the teaching video. The students can watch the video repeatedly. In order to improve the sense of the presence, the teaching video is recorded in the laboratory with students. Fig. 3 gives the snapshot of the teaching video. There are some interactions between the teacher and students. If the students have any questions, they can put the questions to the teacher. 2.4Preview questionsPreview questions are used to make the students to know whether they have mast the knowledge well enough to do the experiment. They are not too difficult, but very important. The students must finish them and get a good score before they begin the experiment. Table 1 gives the choice questions and table 2 gives the judgment questions of the experiment on the measurement of the light sources’ characters(It’s a basic experiment that every students must do it). They come from the most important contents of the experiment. Table 1.Choice questions of experiment on the measurement of the light sources’ characters.
Table 2.Judgment questions of experiment on the measurement of the light sources’ characters.
3.APPLICATION OF THE SOFTWARE AND THE EFFECT ANALYSIS3.1The teaching proceeding with the APPIn 2017 and 2018, the APP was used to teach two times. The students must finish watching the teaching video, answer five questions randomized by the APP and get more than 60 scores before they begin the experiment. In the laboratory, the students spend all the time to do the experiment and finish the report. If they find any question about the experiment during they write the report, they can ask the teacher and do the experiment again. 3.2The efficiency of the new teaching modelBecause the teacher needn’t to introduce the experiment every time, so the efficiency of the teacher is improved. The investigation showed that most students watch the teaching video and finish the preview question on the bus from the third campus to the first campus of our university, so the efficiency of the students is also improved. 3.3The effect of the new teaching modelIn order to obtain the effect of the new teaching model, the following two methods were used:
Table 3.The questions and the results of the survey.
4.CONCLUSIONWith the development of the technologies of computer and internet, some novel teaching models appear for theoretical or practical lessons. The result of our study shows that the efficiency and the effect of the new teaching model with mini-experiment-teaching APP assistant are better than those of the traditional teaching model, although the APP is imperfect. AcknowledgmentsThis work is supported by the education and teaching research undergraduate project of National University of Defense Technology (Grant No. U2018102) and the education and teaching reform research project of Hunan province. REFERENCESJianhua Shi, Bing Lei, Wei Liu,
“Study and practice of flipped classroom in opto-electronic technology curriculum,”
in Proc. of SPIE,
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Jianhua Shi, Wei Liu, Bing Lei,
“Investigation, study and practice of opto-electronic MOOCs,”
in Proc. of SPIE,
(2017). Google Scholar
LEI Bing, FENG Ying, LIU Wei,
“Exploration on cultivating mode of talents with innovation practical ability based on SITP,”
Research in Teaching, 38
(6), 97
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(2015). Google Scholar
Bing Lei, Wei Liu, Jianhua Shi,
“Exploration and practice of the cultivation of optoelectronic innovative talents based on the Students Innovation Trainings,”
in Proc. of SPIE,
(2017). Google Scholar
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