Practical analysis of the application of the BOPPPS model in the postgraduate course of international finance topics
BOPPPS模型在研究生国际金融专题课中的运用实践分析

摘要

国际金融专题课理论内容抽象、专题之间缺少串联，研究生在课堂上容易沦为“听客”。为改变这一状况，本文将BOPPPS教学模型引入该课程，按导入、目标、前测、参与式学习、后测、总结六个环节重新设计课堂，并以“汇率决定理论与人民币汇率形成机制”专题为例作了示范。在一个学期的教学实践中，通过课堂观察记录、前后测成绩对比和问卷调查收集证据。结果显示：学生课堂发言明显更积极，测验成绩较学期初有提高，课程满意度也相应上升，说明这套模型有助于研究生课堂从“教师讲、学生听”转向真正的研讨式学习。文中同时讨论了试行期间暴露的问题与改进打算，供同类课程改革参考。

Abstract

The International Finance Seminar features abstract theoretical content and insufficient logical connections between different topics, which tends to turn postgraduate students into passive listeners in class. To address this issue, this paper introduces the BOPPPS teaching model into this course and redesigns classroom activities around six phases: Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary. A demonstration is provided with the thematic unit of “Exchange Rate Determination Theories and the RMB Exchange Rate Formation Mechanism”. Evidence was collected throughout one semester of teaching practice via classroom observation records, comparisons of pre-test and post-test results, and questionnaire surveys. The results show that students became significantly more active in classroom discussions, their test scores improved relative to the start of the semester, and course satisfaction rose accordingly. It indicates that this model helps transform postgraduate classrooms from teacher-centered lecturing to authentic seminar-style learning. This paper also discusses problems identified during the pilot implementation and corresponding improvement plans, offering references for the teaching reform of similar courses.