从“颠倒时序”到“深度学习”:体育专业理论课翻转课堂的价值取向之变
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摘要
翻转课堂充分利用教育技术对传统课堂的颠覆性改变,成为有效扭转体育专业理论课教学现状的重要尝试。在体育专业理论课的翻转实践中,由于教师对学习内容和课堂组织的设计不足,学生很难通过翻转课堂实现知识内化。促进翻转课堂从颠倒时序到深度学习的转化,需要教师树立深度学习理念,理顺翻转课堂教学要素的基本关系,结合体育专业理论课的基本特点设计互动环节,最终实现全面提升学生能力的目标。
Flipping classroom teaching mode makes full use of Internet technology means to change the traditional classroom, and has become an important attempt to effectively reverse the current situation of theoretical teaching of physical education. However, in the practice of flipped theoretical courses in physical education, the design of learning content and classroom organization is insufficient, which makes it difficult to internalize students' knowledge in the flipped classroom. In order to promote the transformation from form inversion to in-depth learning, it is necessary for teachers to establish the concept of in-depth learning, straighten out the basic relationship between the elements of classroom teaching, and design interactive links in combination with the basic characteristics of physical education theory courses, so as to achieve the goal of improving students' ability in an all-round way.
Flipping classroom teaching mode makes full use of Internet technology means to change the traditional classroom, and has become an important attempt to effectively reverse the current situation of theoretical teaching of physical education. However, in the practice of flipped theoretical courses in physical education, the design of learning content and classroom organization is insufficient, which makes it difficult to internalize students' knowledge in the flipped classroom. In order to promote the transformation from form inversion to in-depth learning, it is necessary for teachers to establish the concept of in-depth learning, straighten out the basic relationship between the elements of classroom teaching, and design interactive links in combination with the basic characteristics of physical education theory courses, so as to achieve the goal of improving students' ability in an all-round way.
引文
[1]安富海.翻转课堂:从“时序重构”走向“深度学习”[J].教育科学研究,2018(3):71-75.
[2]李爱红,李军红.高校体育专业理论课教学中的突出矛盾透视及对策思考[J].四川体育科学,2013(4):124-126.
[3]涂相仁.高校体育专业理论课教学改革探索——以《运动生理学》教学为例[J].教育学术月刊,2009(9):108-109.
[4]籍玉新.从“隐性逃课”到“显性参与”——体育专业大学生理论课隐性逃课难题的破解[J].教书育人(高教论坛),2015(6):70-71.
[5]荆雯,池静莲.体育专业理论课课堂教学的反思与重构[J].北京体育大学学报,2015(7):98-103.
[6]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012(4):46-51.
[7]邓晓青.翻转课堂在高中化学教学中的精彩呈现[J].亚太教育,2015(24):63-64.
[8]卜彩丽,冯晓晓,张宝辉.深度学习的概念、策略、效果及其启示——美国深度学习项目(SDL)的解读与分析[J].远程教育杂志,2016(5):75-82.
[9]何克抗.深度学习:网络时代学习方式的变革[J].教育研究,2018(5):111-115.
[10]叶浩生.身体与学习:具身认知及其对传统教育观的挑战[J].教育研究,2015(4):104-114.
[11]李西顺.翻转课堂的理论局限及功能边界[J].现代远程教育研究,2018(4):41-48.
[2]李爱红,李军红.高校体育专业理论课教学中的突出矛盾透视及对策思考[J].四川体育科学,2013(4):124-126.
[3]涂相仁.高校体育专业理论课教学改革探索——以《运动生理学》教学为例[J].教育学术月刊,2009(9):108-109.
[4]籍玉新.从“隐性逃课”到“显性参与”——体育专业大学生理论课隐性逃课难题的破解[J].教书育人(高教论坛),2015(6):70-71.
[5]荆雯,池静莲.体育专业理论课课堂教学的反思与重构[J].北京体育大学学报,2015(7):98-103.
[6]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012(4):46-51.
[7]邓晓青.翻转课堂在高中化学教学中的精彩呈现[J].亚太教育,2015(24):63-64.
[8]卜彩丽,冯晓晓,张宝辉.深度学习的概念、策略、效果及其启示——美国深度学习项目(SDL)的解读与分析[J].远程教育杂志,2016(5):75-82.
[9]何克抗.深度学习:网络时代学习方式的变革[J].教育研究,2018(5):111-115.
[10]叶浩生.身体与学习:具身认知及其对传统教育观的挑战[J].教育研究,2015(4):104-114.
[11]李西顺.翻转课堂的理论局限及功能边界[J].现代远程教育研究,2018(4):41-48.