大班翻转课堂教学中教师角色转变的效果研究
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摘要
从学生视角出发,来审视大班翻转课堂教学中教师角色的变化及其变化效果。研究结果表明,学生对教师角色的转变主要聚焦在翻转课堂内,并对其持积极肯定态度;学生的问题和建议主要集中在教师作为"讲授者"和"指导者"的角色上,说明翻转课堂并不意味着全盘让学生唱主角,教师依然需要发挥主导作用,帮助学生完成深层学习或有效学习。翻转课堂对教师的个人专业业务素质和能力实际上提出了更高的要求。
The study examines the change of the teacher's role and its effects in large flipped classrooms from the perspective of students. It is found that the evaluation and feedback of the students on their teacher's roles changing mainly focused on the class and the majority of students took a positive attitude. The problems and suggestions raised by the students were mostly centered on the roles of "lecturer"and "facilitator"which their teacher had played. The results indicate that flipped classroom teaching does not mean that the teacher can leave the whole classroom to the students,but that the teacher should still play a leading role in the teaching and learning process to help students achieve deep learning or effective learning. In addition,flipped classroom requires teachers to be more committed,better prepared and more capable of fulfilling their job responsibilities.
The study examines the change of the teacher's role and its effects in large flipped classrooms from the perspective of students. It is found that the evaluation and feedback of the students on their teacher's roles changing mainly focused on the class and the majority of students took a positive attitude. The problems and suggestions raised by the students were mostly centered on the roles of "lecturer"and "facilitator"which their teacher had played. The results indicate that flipped classroom teaching does not mean that the teacher can leave the whole classroom to the students,but that the teacher should still play a leading role in the teaching and learning process to help students achieve deep learning or effective learning. In addition,flipped classroom requires teachers to be more committed,better prepared and more capable of fulfilling their job responsibilities.
引文
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[8]吕晓娟.基于学生学习力的翻转课堂教学设计[J].电化教育研究,2015(12):98-102.
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[10]叶东莲,万昆,曾婷,等.基于翻转课堂的参与式教学模式师生互动效果研究[J].现代教育技术,2014(12):77-83.
[11]李颖.高校外语翻转课堂中的教师教学能力研究[J].中国外语,2015(6):19-26.
[12]朱宏洁,朱赟.翻转课堂及其有效实施策略刍议[J].电化教育研究,2013(8):79-83.
[13]吕卓童,牛健.大班翻转课堂教学中的教师角色转变---一位教师的心路历程[J].开放教育研究,2017(5):94-101.
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[16]陈佑清.学习中心课堂中的教师地位与作用---基于对“教师主导作用”反思的理解[J].教育研究,2017(1):106-113.
[17]陈丽春.大学英语教学改革背景下教师文化的重建[J].琼州学院学报,2012(6):53-54.
[18]孙莉.试论应用型本科院校大学英语师资队伍的建设[J].琼州学院学报,2011(1):71-72.
[19]陈丽春.大学英语教学改革背景下教师面临的挑战与压力[J].琼州学院学报,2010(1):137-138.
[20]廉文.文献分析视角下我国基础教育改革研究现状[J].海南热带海洋学院学报,2016(6):122-128.
[21]李戴,周兆德.关于应用型本科教育实现方式的比较研究[J].海南热带海洋学院学报,2017(4):123-128.
[2]JOB J,SRIRAMAN B.The concept of teacher-student/student-teacher in higher education trends[J].Interchange,2015(46):215-223.
[3]STRAYER J F.How learning in an inverted classroom influences cooperation,innovation and task orientation[J].Learning Environments Research,2012(15):171-193.
[4]ANGELINI M L.Integration of the pedagogical models“simulation”and“flipped classroom”in teacher instruction[J].SAGEOpen,2016(1):1-8.
[5]BERGMANN J.The flipped classroom:A student’s perspective[EB/OL].(2013-04-20)[2018-11-26].http://researchnetwork.person.com/learning-science-technology/the-flipped-classroom-astudents-Perspective.
[6]BERGMANN J,SAMS A.Flip your classroom:Reach every student in every class every day[J].Teaching Theology&Religion,2014,(1):82-83.
[7]陈明选,杨娟.着重理解的翻转课堂学习活动设计[J].开放教育研究,2015(6):95-103.
[8]吕晓娟.基于学生学习力的翻转课堂教学设计[J].电化教育研究,2015(12):98-102.
[9]吴仁英,王坦.翻转课堂:教师面临的现实挑战及因应策略[J].教育研究,2017(2):112-122.
[10]叶东莲,万昆,曾婷,等.基于翻转课堂的参与式教学模式师生互动效果研究[J].现代教育技术,2014(12):77-83.
[11]李颖.高校外语翻转课堂中的教师教学能力研究[J].中国外语,2015(6):19-26.
[12]朱宏洁,朱赟.翻转课堂及其有效实施策略刍议[J].电化教育研究,2013(8):79-83.
[13]吕卓童,牛健.大班翻转课堂教学中的教师角色转变---一位教师的心路历程[J].开放教育研究,2017(5):94-101.
[14]GLASER B G.Theoretical sensitivity:Advances in methodology of grounded theory[M].Mill valley,CA:Sociology Press,1978:55-82.
[15]STRAUSS A,CORBIN J.Grounded theory methodology:An overview[C]//Denzin N K,Lincoln Y S.(eds).Handbook of qualitative research.Thousand Oaks CA:Sage,1994:278-279.
[16]陈佑清.学习中心课堂中的教师地位与作用---基于对“教师主导作用”反思的理解[J].教育研究,2017(1):106-113.
[17]陈丽春.大学英语教学改革背景下教师文化的重建[J].琼州学院学报,2012(6):53-54.
[18]孙莉.试论应用型本科院校大学英语师资队伍的建设[J].琼州学院学报,2011(1):71-72.
[19]陈丽春.大学英语教学改革背景下教师面临的挑战与压力[J].琼州学院学报,2010(1):137-138.
[20]廉文.文献分析视角下我国基础教育改革研究现状[J].海南热带海洋学院学报,2016(6):122-128.
[21]李戴,周兆德.关于应用型本科教育实现方式的比较研究[J].海南热带海洋学院学报,2017(4):123-128.