基于BOPPPS模型的界面设计课程多模式融合的教学探索

Exploring Multi-Mode Integration in Interface Design Curriculum Based on BOPPPS Model

摘要

随着教育信息化向智能化阶段转型，传统设计类课程教学模式难以适应学生个性化学习与创新能力培养的需求。本研究以BOPPPS教学模型为结构化框架，深度融合线上线下混合教学、模块化学习、理实一体化、课程智能体、任务驱动与教赛融合六种教学模式，构建了“以学生为中心、以能力为主线、以智能为支撑”的界面设计课程教学新范式。围绕界面设计知识体系中“交互、体验、服务、视觉”四大模块，结合智能学习平台，配合BOPPPS模型融合不同的教学模式，调整并更新教学方法，实现教学内容的弹性组织与学习路径的个性化引导。该模式激发了学生学习的主体性，提升了设计思维、技术实践与创新协作能力，为设计类课程的多模式融合提供了可操作的实践路径。

Abstract

As education transitions from informatization to intelligentization, traditional design course teaching models struggle to meet the demands of personalized learning and innovative capability cultivation. This study constructs a new teaching paradigm for interface design courses through the BOPPPS teaching model framework, integrating six instructional approaches: blended online-offline teaching, modular learning, theory-practice integration, course intelligence, task-driven learning, and teaching-competition fusion. Centered on the four core modules of “interaction, experience, service, and visual” in interface design knowledge system, this model combines intelligent learning platforms with BOPPPS framework to adapt teaching methods, enabling flexible content organization and personalized learning path guidance. The approach enhances students’ learning autonomy, improves design thinking, technical practice, and collaborative innovation capabilities, providing actionable pathways for multi-mode integration in design education.

关键词

BOPPPS模型 / 界面设计 / 多模式 / 教学

Key words

BOPPPS model / interface design / multimodal / teaching

参考文献

[1] 胡小芳, 蒋超宇, 胡恒杰. 基于OBE理念混合BOPPPS模式的教学改革与探索——以“动车组牵引系统检修”课程为例[J]. 汽车教育, 2024(02):64-66.

[2] 宋艳江, 彭采宇, 羊海棠. BOPPPS教学模型和学习通平台在教学中的应用——以我校“高分子成型加工与设备”课程为例[J]. 科学咨询, 2024(21):183-186.

[3] 周斌彬, 蔡建平, 林锴杰. 基于多平台融合持续性学习引导的计算机系统原理课程教学探索[J]. 计算机教育, 2025(10):240-244.

[4] 张俊瑞. OBE理念下“计算机组成原理”课程教学模式探索[J]. 计算机时代, 2020(12):72-75.