Research on How to Construct a Dialogical Teaching Course under the Development of Online-Offline Integrated Teaching and Learning—The Intermediate Financial Accounting Course as an Example
Bibliographic record
Abstract
With the rapid development of information technology in recent years, the online-offline integrated teaching mode has become a new normal of teaching. The dialog consciousness, dialog scenario, dialog carrier and dialog evaluation of teaching under the development of online-offline integrated teaching differ from traditional offline teaching to a certain extent, so how to improve the quality of teaching in the development of online-offline teaching through the design of dialogic course teaching is of great practical significance. Based on this, the article takes the Intermediate Financial Accounting course in colleges and universities as an example, and constructs a dialogic teaching course that integrates dialogic awareness, dialogic scenarios, dialogic support and dialogic evaluation based on the dialogic teaching theory and using the ADDIE model in the whole process of analyzing, designing, developing, implementing and evaluating in order to improve the quality of the course teaching, and to provide references to the informatization teaching change in the field of education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".