Proceedings of the 2017 International Conference on Economics, Finance and Statistics (ICEFS 2017)

Design and Practice of the Mixed Teaching Model --Taking Business Management Foundation as an Example

Authors
Qiongxue Bao
Corresponding Author
Qiongxue Bao
Available Online January 2017.
DOI
https://doi.org/10.2991/icefs-17.2017.28How to use a DOI?
Keywords
flipped classroom, mixed teaching model, design and practice , Business Management Foundation, the teaching resources
Abstract
The mixed teaching model is a kind of complementary teaching model combined by the traditional teaching method and the networked teaching method. With the continuously educational reform, the mixed teaching model in the flipped classrooms has become an important research direction in the educational reform of colleges and universities.Based on the mixed teaching model in the concept of flipped classroom, this paper analyzes the teaching model of the course of Business Management Foundation with four modules: teachers online, teachers classroom, students online and students classroom, and explores the effect of mixed teaching model in practical teaching design and practice, highlighting the dominant position of students in the teaching, so as to improve the effect of classroom teaching and teaching quality significantly.
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Proceedings
2017 International Conference on Economics, Finance and Statistics (ICEFS 2017)
Part of series
Advances in Economics, Business and Management Research
Publication Date
January 2017
ISBN
978-94-6252-311-1
ISSN
2352-5428
DOI
https://doi.org/10.2991/icefs-17.2017.28How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Qiongxue Bao
PY  - 2017/01
DA  - 2017/01
TI  - Design and Practice of the Mixed Teaching Model --Taking Business Management Foundation as an Example
BT  - 2017 International Conference on Economics, Finance and Statistics (ICEFS 2017)
PB  - Atlantis Press
SP  - 255
EP  - 260
SN  - 2352-5428
UR  - https://doi.org/10.2991/icefs-17.2017.28
DO  - https://doi.org/10.2991/icefs-17.2017.28
ID  - Bao2017/01
ER  -