Author(s)

Wei Xiao

Corresponding Author

Wei Xiao

Abstract

Under the education concept that the construction of new liberal arts promotes interdisciplinary integration and cultivates students' interdisciplinary ability, more and more departments of the Academy of Management Sciences have begun to offer courses related to big data analysis. Based on the teaching practice over the years, the course teaching team integrates the subject needs, practical applications and students' abilities, formulates feasible teaching objectives, and optimizes the course content and class time allocation. On this basis, the course team also explored and adopted the teaching mode of "Problem-based learning+ Flipped classroom", guiding students to independent deep learning, improving teaching efficiency and improving teaching effect through four stages of teaching: raising questions, flipping class learning, solving problems, evaluating and consolidating. Practice shows that the teaching organization mode of "problem-based learning+ flipped classroom" can help increase students' learning input, fully stimulate students' motivation for independent learning, promote exchanges and cooperation among students and between teachers and students, enhance students' comprehensive use and understanding of various technologies and research methods, and improve students' comprehensive ability. This approach conforms to the new requirements of breaking through professional barriers and disciplinary boundaries advocated by the new liberal arts, changing the talent training mode, and creating a student-centered personalized teaching mode.

Keywords

Problem-based learning, Flipped classroom, Spatio-temporal data analysis course, Teaching mode reform