TITLE:
Research on Teaching Practice of Blended Learning of “Child Development and Educational Psychology” Based on UMU Platform
AUTHORS:
Xingyu Li, Yulong Li, Rijian Huang, Bei Song, Xiufu Yang, Yili Wei, Rujing Zhang
KEYWORDS:
Blended Learning, Child Psychology, Educational Psychology, First-Class Curriculum
JOURNAL NAME:
Creative Education,
Vol.12 No.12,
December
16,
2021
ABSTRACT: In order to solve the problems that students are not interested in the theoretical study of “Child Development and Educational Psychology” and the effect cannot be monitored, so as to better achieve the teaching and learning goals of the course,we are guided by theories such as constructivism, behaviorism, and information learning theorybased on the UMU platform in accordancewith the requirements of the Ministry of Education of China for theconstruction of first-class courses. The subjects of this study are 235 students majoring in elementary education in Baise University.The teaching reform of “Child Development and Educational Psychology” is divided into two semesters. The first semester uses blending learning. According to the completion rate of students on the UMU platform, they are divided into high completion rate group, medium completion rate group and low completion rate group. Offline teaching is used in the second semester. After that, the two semester academic performances of the three groups of students were longitudinally compared to evaluate the implementation effect.The results found that the implementation of online and offline blended teaching has a greater impact on students with good and excellent grades, while it has a greater stimulating effect on some students with medium grades, and has little effect on students with pooracademic performance.Conclusion: Blended teaching based on the UMUplatform is conducive to promoting in-depth study of students with excellent and intermediate academic performance and obtaining better teaching results.