物理化学课程转动课堂教学模式的实践
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摘要
翻转课堂是对理解性教学理念的有益探索,转动课堂模式是对翻转课堂的引申,其实践本质是帮助学生实现深度学习、培养学生创新实践能力。我校物理化学课程转动课堂教学模式的实践发现,转动课堂模式下80～89分段学生比例均超45%以上,优于传统模式下的40%。不及格学生比例明显降低,仅为2%左右。教学中适当增加板书有利于学生跟随教师的思路,框架化知识点。该教学模式存在的主要问题是占据教师课余时间过多,平行的转动课堂科目过多会使学生负担加重。
Flipped classroom is a beneficial exploration of the concept of understanding teaching, and the mode of rotating classroom is an extension of flipped classroom, whose practical essence is to help students realize deep learning and cultivate students' innovative and practical ability. Under the rotating classroom mode, the proportion of students with 80～89 sections is more than 45%,which is better than 40% under the traditional teaching mode. The proportion of failing students was significantly reduced(only about 2%). It is helpful for students to follow the teacher's ideas and frame the knowledge points. However, the main problem of the teaching mode is that it takes up too much of teachers' spare time, and too many subjects using the teaching mode offered in the same semester will seriously burden students.
Flipped classroom is a beneficial exploration of the concept of understanding teaching, and the mode of rotating classroom is an extension of flipped classroom, whose practical essence is to help students realize deep learning and cultivate students' innovative and practical ability. Under the rotating classroom mode, the proportion of students with 80～89 sections is more than 45%,which is better than 40% under the traditional teaching mode. The proportion of failing students was significantly reduced(only about 2%). It is helpful for students to follow the teacher's ideas and frame the knowledge points. However, the main problem of the teaching mode is that it takes up too much of teachers' spare time, and too many subjects using the teaching mode offered in the same semester will seriously burden students.
引文
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[6]方旭.MOOC学习行为影响因素研究[J].开放教育研究,2015,21(03):46-54.
[7]过宏雷,崔华春.慕课:高校教学模式的全新挑战与变革契机[J].湖南师范大学教育科学学报,2014,13(05):110-114.
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[9]于文浩.“翻转课堂”的学习满意度---高校课程教学行动研究[J].开放教育研究,2015,21(03):65-73.
[10]缪静敏,汪琼.高校翻转课堂:现状、成效与挑战---基于实践一线教师的调查[J].开放教育研究,2015,21(05):74-82.
[11]王竹立,李小玉,林津.智能手机与“互联网+”课堂---信息技术与教学整合的新思维、新路径[J].远程教育杂志,2015,33(04):14-21.
[12]林琳,杨延东.转动课堂论[J].渤海大学学报(哲学社会科学版),2015,37(06):97-101.
[2]刘道胜.问题式教学法在物理化学教学中的应用[J].化工高等教育,2010,27(03):99-101.
[3]余仕问.翻转课堂在物理化学教学中的应用[J].吉林省教育学院学报(下旬),2015,31(06):46-47.
[4]刘名卓,祝智庭.视频微课的实用学分析[J].开放教育研究,2015,21(01):89-96.
[5]吴琼,方旭.MOOC课程质量标准框架模型构建研究[J].高等理科教育,2017(06):75-81.
[6]方旭.MOOC学习行为影响因素研究[J].开放教育研究,2015,21(03):46-54.
[7]过宏雷,崔华春.慕课:高校教学模式的全新挑战与变革契机[J].湖南师范大学教育科学学报,2014,13(05):110-114.
[8]宋朝霞,俞启定.基于翻转课堂的项目式教学模式研究[J].远程教育杂志,2014,32(01):96-104.
[9]于文浩.“翻转课堂”的学习满意度---高校课程教学行动研究[J].开放教育研究,2015,21(03):65-73.
[10]缪静敏,汪琼.高校翻转课堂:现状、成效与挑战---基于实践一线教师的调查[J].开放教育研究,2015,21(05):74-82.
[11]王竹立,李小玉,林津.智能手机与“互联网+”课堂---信息技术与教学整合的新思维、新路径[J].远程教育杂志,2015,33(04):14-21.
[12]林琳,杨延东.转动课堂论[J].渤海大学学报(哲学社会科学版),2015,37(06):97-101.