Exploration and Practice of Graduate Course Teaching Based on the BOPPPS + O-PIRTAS Integrated Model

—A Case Study of the Course “Network Security Technology”

DOI

10.2991/978-94-6463-988-9_44How to use a DOI?

Keywords

BOPPPS; O-PIRTAS; Flipped Classroom; Cognitive Scaffolding; Higher-Order Objectives; Graduate Courses; Network Security Vulnerability Analysis

Abstract

This paper addresses persistent challenges in graduate-level professional course instruction, such as heterogeneous student knowledge bases, high cognitive load associated with cutting-edge knowledge, and insufficient cultivation of higher-order academic thinking. Using the course “Network Security Technology” as a case study, we explore a teaching reform path by integrating the effective BOPPPS instructional design model with the O-PIRTAS flipped classroom model. A comprehensive “cognitive scaffolding” system spanning the pre-class, in-class, and post-class phases was constructed to reshape the temporal structure of classroom activities and instructional delivery. In the pre-class phase, knowledge transmission and preliminary internalization were achieved through AI-assisted learning tools and meticulously designed resources. During class, the integrated model was innovatively applied via a “Four-Step Inquiry Method” (“Problem Anchoring” – “Classic Method Deconstruction” – “Academic Thinking Advancement” – “Frontier Exploration and Summary Closure”) to guide students in deep technical exploration and critical thinking training. In the post-class phase, practical tasks and AI support facilitated the transfer and consolidation of competencies. Teaching practice demonstrates that this model effectively reduces students’ cognitive load and significantly enhances their practical innovation capabilities, academic research skills, and higher-order thinking in the field of vulnerability analysis. It provides a replicable paradigm for achieving high-level teaching objectives such as “innovation capability cultivation” and “academic thinking development” in graduate professional courses.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yu Lu
AU  - Liu Jingju
AU  - Li Pengyong
AU  - Shen Yi
PY  - 2026
DA  - 2026/02/15
TI  - Exploration and Practice of Graduate Course Teaching Based on the BOPPPS + O-PIRTAS Integrated Model
BT  - Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)
PB  - Atlantis Press
SP  - 396
EP  - 406
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-988-9_44
DO  - 10.2991/978-94-6463-988-9_44
ID  - Lu2026
ER  -