翻转课堂在高校经管综合实验中的探索与实践
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摘要
实验教学作为提高经管学生实践能力和创新能力的有效举措,受到越来越多高校的重视,实验教学建设也取得了可喜的成绩。随着多媒体技术和网络技术在教学的广泛应用,翻转课堂作为一种新的教学模式被普遍接受,对其应用与研究也逐渐增多。翻转课堂与传统实验教学相比,能促进学生团队、主动和参与式学习,教学效果更佳。结合综合实验教学的特点,对两者进行匹配度分析,并以案例展示如何进行综合实验课程翻转课堂教学模式的设计与实施,结果表明:翻转课堂教学模式非常适用于经管类综合实验教学。
As an effective measure to improve the practical and innovative ability of students majoring in economics and management,the experimental teaching has attracted more and more attention in colleges and universities and achieved amazing achievements. With wide application of multimedia and network technologies in teaching,flipped classroom is generally accepted as a brand-new way of teaching. Different from the traditional way,flipped classroom teaching can achieve higher efficiency by promoting team learning, initiative learning and participatory learning. This paper summarizes the characteristics of comprehensive experimental teaching,analyzes the matching degree of comprehensive experimental and flipped classroom teaching,and demonstrates how to design and implement flipped classroom teaching into comprehensive experimental course with a case study. The results show that flipped classroom teaching is suitable for comprehensive experimental courses in economics and management.
As an effective measure to improve the practical and innovative ability of students majoring in economics and management,the experimental teaching has attracted more and more attention in colleges and universities and achieved amazing achievements. With wide application of multimedia and network technologies in teaching,flipped classroom is generally accepted as a brand-new way of teaching. Different from the traditional way,flipped classroom teaching can achieve higher efficiency by promoting team learning, initiative learning and participatory learning. This paper summarizes the characteristics of comprehensive experimental teaching,analyzes the matching degree of comprehensive experimental and flipped classroom teaching,and demonstrates how to design and implement flipped classroom teaching into comprehensive experimental course with a case study. The results show that flipped classroom teaching is suitable for comprehensive experimental courses in economics and management.
引文
[1] Salman K. Let’s use video to reinvent education[EB/OL].https://www. ted. com/talks/salman_khan_let_s_use_video_to_reinvent_education? language=zh-cn#t-206778.
[2] Brian Gonzalez.未来的课堂:颠倒的教室[EB/OL]. http://www. jyb. cn/ad/news/201110/t20111010_456993. html.
[3] Bergmann J,Sams A. Flip your classroom:Reach every student in every class every day[M]. Washington DC:International Society for Technology in Education,2012:120-190.
[4] Mim K K,Kim S M,Khera O,et al. The experience of three flipped classrooms in an urban university:an exploration of design principles[J]. Internet&Higher Education,2014,22(3):37-50.
[5] Davies R S,Dean D L,Ball N,et al. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course[J]. Educational Technology Research&Development,2013,61(4):563-580.
[6]林青松.基于翻转课堂的“现代教育技术”实验课程设计[J].时代教育,2016(17):185-185.
[7]丁雪梅,张晓君,王鹏,等.翻转课堂教学模式在大学实验教学中的应用[J].实验室研究与探索,2015,34(6):207-212.
[8]刘艳,江冰,朱昌平,等.本科实验课程翻转课堂教学设计与实践[J].实验室研究与探索,2016,35(4):201-204.
[9]王小燕,阮坚,熊文渊.基于协同创新的金融ERP实验教学平台研究与实践[J].实验室研究与探索,2017,36(3):269-273.
[10]冯宪超.在高等教育中开展“反转课堂”教学的方法[J].教育教学论坛,2016(8):183-184.
[11]刘军,祝雪珂,郑涛,等.“双主”式翻转课堂教学模式构建及其应用研究[J].电化教育研究,2015(12):77-83.
[12]王伟.“微课翻转课堂式”教学模式的运用研究[J].实验室科学,2016,19(3):93-96.
[13]石景龙,张振国.微视频资源的翻转课堂在电子设计选修课的实践[J].实验室研究与探索,2016,35(11):221-223.
[14]殷士勇,鲍劲松,袁广超,等.基于资源共享平台的翻转课堂教学模式研究[J].实验室研究与探索,2016,35(12):185-190.
[15]陶晶,郑春萍,栾琳. Blackboard支持下商务英语教学实验[J].实验室研究与探索,2016,35(8):272-276.
[2] Brian Gonzalez.未来的课堂:颠倒的教室[EB/OL]. http://www. jyb. cn/ad/news/201110/t20111010_456993. html.
[3] Bergmann J,Sams A. Flip your classroom:Reach every student in every class every day[M]. Washington DC:International Society for Technology in Education,2012:120-190.
[4] Mim K K,Kim S M,Khera O,et al. The experience of three flipped classrooms in an urban university:an exploration of design principles[J]. Internet&Higher Education,2014,22(3):37-50.
[5] Davies R S,Dean D L,Ball N,et al. Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course[J]. Educational Technology Research&Development,2013,61(4):563-580.
[6]林青松.基于翻转课堂的“现代教育技术”实验课程设计[J].时代教育,2016(17):185-185.
[7]丁雪梅,张晓君,王鹏,等.翻转课堂教学模式在大学实验教学中的应用[J].实验室研究与探索,2015,34(6):207-212.
[8]刘艳,江冰,朱昌平,等.本科实验课程翻转课堂教学设计与实践[J].实验室研究与探索,2016,35(4):201-204.
[9]王小燕,阮坚,熊文渊.基于协同创新的金融ERP实验教学平台研究与实践[J].实验室研究与探索,2017,36(3):269-273.
[10]冯宪超.在高等教育中开展“反转课堂”教学的方法[J].教育教学论坛,2016(8):183-184.
[11]刘军,祝雪珂,郑涛,等.“双主”式翻转课堂教学模式构建及其应用研究[J].电化教育研究,2015(12):77-83.
[12]王伟.“微课翻转课堂式”教学模式的运用研究[J].实验室科学,2016,19(3):93-96.
[13]石景龙,张振国.微视频资源的翻转课堂在电子设计选修课的实践[J].实验室研究与探索,2016,35(11):221-223.
[14]殷士勇,鲍劲松,袁广超,等.基于资源共享平台的翻转课堂教学模式研究[J].实验室研究与探索,2016,35(12):185-190.
[15]陶晶,郑春萍,栾琳. Blackboard支持下商务英语教学实验[J].实验室研究与探索,2016,35(8):272-276.