浅析“翻转课堂”在中学化学实验教学中的应用——以“氧气的制取”为例
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摘要
"翻转课堂"是一种教师在课前制作教学微视频,学生在家中或课外借助信息技术平台观看学习视频中教师的讲解,回到课堂上教师通过引导、指导、辅导等方式帮助学生完成学习任务的教学模式。这种教学模式能有效解决化学实验教学中学生动手机会少、时间不足等问题。研究结合中学化学教学的特点,应用"翻转课堂"教学模式,以"氧气的制取"为例,设计一节课的教学设计案例,最后结合案例分析总结出中学化学实验教学运用"翻转课堂"应把握的主要问题,以期对中学化学教学有所裨益。
The "Flipped Classroom" is a teaching mode that a teacher makes a micro-video before class when students can learn at home or after class by watching the video teaching through a platform of information technology. Back to the classroom,teachers are able to help students complete learning tasks through guidance and counseling.This teaching mode can effectively solve certain issues for students' shortage of practice opportunities due to time limitation in a chemical experiment class.This study combines characteristics of the chemistry teaching in the middle school with the flipped classroom model,taking an "oxygen extraction" as a class design.It finally sums up with a case analysis about critical issues of the flipped classroom. It is expected to be beneficial to the middle school chemical teaching.
The "Flipped Classroom" is a teaching mode that a teacher makes a micro-video before class when students can learn at home or after class by watching the video teaching through a platform of information technology. Back to the classroom,teachers are able to help students complete learning tasks through guidance and counseling.This teaching mode can effectively solve certain issues for students' shortage of practice opportunities due to time limitation in a chemical experiment class.This study combines characteristics of the chemistry teaching in the middle school with the flipped classroom model,taking an "oxygen extraction" as a class design.It finally sums up with a case analysis about critical issues of the flipped classroom. It is expected to be beneficial to the middle school chemical teaching.
引文
[1]徐妲,钟绍春,马相春.基于翻转课堂的化学实验教学模式及支撑系统研究[J].远程教育杂志,2013,(5):107-112.
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[3]关中客.颠倒教室究竟颠倒了什么[J].中国信息技术教育,2012,(5):19.
[4]汪晓东,张晨婧仔.“翻转课堂”在大学教学中的应用研究——以教育技术学专业英语课程为例[J].现代教育技术,2013,(8):11-16.
[5][9]赵兴龙.翻转教学的先进性与局限性[J].中国教育学刊,2013,(4):65-68.
[6]薛奇秀,薛峥.基于澔奇平台的“翻转课堂”教学:health food教学设计[J].中国信息技术教育,2013,(4):9-12.
[7]朱晓红.i-时代的翻转课堂模型及设计[J].新课程·中旬,2013,(6):135.
[8]丁建英,黄烟波,赵辉.翻转课堂研究及其教学设计[J].中国教育技术装备,2013,(21):88-91.
[2]秦炜炜.翻转学习:课堂教学改革的新范式[J].电化教育研究,2013,(8):84-90.
[3]关中客.颠倒教室究竟颠倒了什么[J].中国信息技术教育,2012,(5):19.
[4]汪晓东,张晨婧仔.“翻转课堂”在大学教学中的应用研究——以教育技术学专业英语课程为例[J].现代教育技术,2013,(8):11-16.
[5][9]赵兴龙.翻转教学的先进性与局限性[J].中国教育学刊,2013,(4):65-68.
[6]薛奇秀,薛峥.基于澔奇平台的“翻转课堂”教学:health food教学设计[J].中国信息技术教育,2013,(4):9-12.
[7]朱晓红.i-时代的翻转课堂模型及设计[J].新课程·中旬,2013,(6):135.
[8]丁建英,黄烟波,赵辉.翻转课堂研究及其教学设计[J].中国教育技术装备,2013,(21):88-91.