翻转课堂在线性代数教学中的应用
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摘要
翻转课堂是一种教学模式的新型设计,不同于传统教学模式,在该模式中,教师的角色转变为组织者和指导者,引导学生进行公开讨论,解决问题,以培养学生的自主学习能力,促进教学质量的提高.本文的主要目的是研究如何将翻转课堂模式融入到线性代数课程的教学中,结果显示,该教学模式对学生整体成绩的提高有积极的推动作用.
The flipped classroom is a new design for the teaching. Different from the traditional teaching mode, teachers′ role is transposed into a kind of guide and facilitator, but indicating the way to go, motivating students in their own knowledge construction, open discussions, solving tasks and application problems. The main aim of this paper is to study how to apply the flipped classroom into linear algebra class. The results show that the flipped classroom mode has a positive promotion on students′ achievement overall.
The flipped classroom is a new design for the teaching. Different from the traditional teaching mode, teachers′ role is transposed into a kind of guide and facilitator, but indicating the way to go, motivating students in their own knowledge construction, open discussions, solving tasks and application problems. The main aim of this paper is to study how to apply the flipped classroom into linear algebra class. The results show that the flipped classroom mode has a positive promotion on students′ achievement overall.
引文
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[2] Abeysekera L,Dawson P.Motivation and cognitive load in the flipped classroom:Definition,rationale and a call for research[J].Higher Education Research and Development,2015,34:1-14.
[3] Bergmann J,Sams A.Flipped learning:Maximizing face time[J].Training & Development,2014,68(2):28-31.
[4] Fulton k.Upside down and inside out:Flip your classroom to improve student learning[J].Learning and Leading with Technology,2012,39(8):12-17.
[5] Herreid C F,Schiller N A.Case studies and the flipped classroom[J].Journal of College Science Teaching,2013,42(5):62-66.
[6] 欧阳毅.基于代数类课程教学改革的探索与实践[J].大学数学,2018,34(4):24-30.
[7] 李艳馥,李晓鹏.创新出版模式助力大学数学教学改革[J].大学数学,2015,31(5):43-46.
[8] 赵伟舟,杨宝珍,董江曼.浅谈工科院校的线性代数课程教学[J].大学数学,2010,26(5):18-20.
[9] 吴国丽.基于“翻转课堂”理念的线性代数教学改革刍议[J].高教学刊,2017,9:61-62.
[10] 王鑫.基于微课的翻转课堂在线性代数教学中的应用[J].高教学刊,2016,11:118-121.
[11] 高婧.高校线性代数“翻转课堂”教学模式的研究[J].武汉轻工大学学报,2018,37(4):112-116.
[12] 李文钰,路云龙.翻转课堂教学模式下的线性代数微课初探[J].数学学习与研究,2017,17:37.
[13] 杨文霞,何朗,彭斯俊.基于SPOC和翻转课堂的线性代数混合式教学改革与实践[J].大学数学,2017,33(4):44-50.
[2] Abeysekera L,Dawson P.Motivation and cognitive load in the flipped classroom:Definition,rationale and a call for research[J].Higher Education Research and Development,2015,34:1-14.
[3] Bergmann J,Sams A.Flipped learning:Maximizing face time[J].Training & Development,2014,68(2):28-31.
[4] Fulton k.Upside down and inside out:Flip your classroom to improve student learning[J].Learning and Leading with Technology,2012,39(8):12-17.
[5] Herreid C F,Schiller N A.Case studies and the flipped classroom[J].Journal of College Science Teaching,2013,42(5):62-66.
[6] 欧阳毅.基于代数类课程教学改革的探索与实践[J].大学数学,2018,34(4):24-30.
[7] 李艳馥,李晓鹏.创新出版模式助力大学数学教学改革[J].大学数学,2015,31(5):43-46.
[8] 赵伟舟,杨宝珍,董江曼.浅谈工科院校的线性代数课程教学[J].大学数学,2010,26(5):18-20.
[9] 吴国丽.基于“翻转课堂”理念的线性代数教学改革刍议[J].高教学刊,2017,9:61-62.
[10] 王鑫.基于微课的翻转课堂在线性代数教学中的应用[J].高教学刊,2016,11:118-121.
[11] 高婧.高校线性代数“翻转课堂”教学模式的研究[J].武汉轻工大学学报,2018,37(4):112-116.
[12] 李文钰,路云龙.翻转课堂教学模式下的线性代数微课初探[J].数学学习与研究,2017,17:37.
[13] 杨文霞,何朗,彭斯俊.基于SPOC和翻转课堂的线性代数混合式教学改革与实践[J].大学数学,2017,33(4):44-50.