Frontiers in Educational Research, 2020, 3(1); doi: 10.25236/FER.2020.030108.
Li Yue, Yin Ke
Guangzhou Huashang Vocational College, Guangzhou 511300, China
According to the requirements of the epidemic prevention and control, to ensure the safety and body health of teachers and students life and fight the virus invasion campus aggregation epidemic,the Ministry of Education on February 4 issued the guidance to the online teaching organization and management of higher learning during the epidemic prevention and control, in order to make relevant online teaching arrangement and instruction to keep teaching classes not been suspended in higher schools.But owing to the suddenness and limit by the objective environment, schools,teachers and students can not adapt to this change in the process of the implementation of online teaching. Due to the training demands, the students’ learning characteristics and teaching resource accumulation, the application of online teaching is more complicated in higher vocational colleges.On the basis of the recent teaching feedback and teaching operation preparatory weeks, the paper points the outstanding problems of online teaching in higher vocational colleges during the epidemic period. From the perspective of information literacy training to teachers and students, the paper summarizes and analyses the application of online teaching in higher vocational colleges, then puts forward corresponding proposals.On one hand, it aims at providing relevant reference to the improvement of the subsequent development for online teaching system; On the other hand, the online teaching experience in the special period can be utilized to promote the cultivation and improvement of information literacy of teachers and students.
information literacy, online teaching, higher vocational colleges, epidemic prevention and control
Li Yue, Yin Ke. Research on the Application of Online Teaching in Higher Vocational Colleges During the Epidemic Fighting Period from the Perspective of Information Literacy. Frontiers in Educational Research (2020) Vol. 3 Issue 1: 53-60. https://doi.org/10.25236/FER.2020.030108.
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