从翻转课堂到翻转学习:课堂教学的新范式
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摘要
"翻转课堂"作为一种变革的教学模式在其具体实施过程中由于多种原因而未能实现其有效性。"翻转学习"的出现使"翻转"的内涵得以深化,是"翻转课堂"的进一步延伸。作为课堂教学的新范式,"翻转学习"通过建立密切的师生关系、精心编辑教学内容、激发学生的好奇心和学习的主动性以及构建多维的评价体系实现了更广泛、更深入的学习。
The "flipped classroom" as a teaching model of change failed to achieve its effectiveness in various implementations for various reasons. The emergence of "flipped learning" has deepened the connotation of "flip" and is a further extension of "flipped classroom". As a new paradigm of classroom teaching, "flipped learning" achieves a broader and deeper learning by establishing close teacher-student relationships, carefully editing teaching content, stimulating students' curiosity and learning initiative, and building a multi-dimensional evaluation system.
The "flipped classroom" as a teaching model of change failed to achieve its effectiveness in various implementations for various reasons. The emergence of "flipped learning" has deepened the connotation of "flip" and is a further extension of "flipped classroom". As a new paradigm of classroom teaching, "flipped learning" achieves a broader and deeper learning by establishing close teacher-student relationships, carefully editing teaching content, stimulating students' curiosity and learning initiative, and building a multi-dimensional evaluation system.
引文
[1]胡立如,张宝辉.翻转课堂与翻转学习:剖析“翻转”的有效性[J].远程教育杂志,2016(4).
[2]乔纳森·伯格曼,亚伦·萨姆斯.翻转学习:如何更好地实践翻转课堂与慕课教学[M].王允丽,译.北京:中国青年出版社,2015.
[3]Flipped Learning Network(FLN).The four pillars of F-L-I-PTM[DB/OL].2015-12-20.http://www.flippedlearning.org/definition.
[4]卢强.翻转课堂的冷思考:实证与反思[J].电化教育研究,2013(8).
[5]李赟,林祝亮.高等教育翻转课堂教学效果分析与思考[J].电化教育研究,2016(2).
[2]乔纳森·伯格曼,亚伦·萨姆斯.翻转学习:如何更好地实践翻转课堂与慕课教学[M].王允丽,译.北京:中国青年出版社,2015.
[3]Flipped Learning Network(FLN).The four pillars of F-L-I-PTM[DB/OL].2015-12-20.http://www.flippedlearning.org/definition.
[4]卢强.翻转课堂的冷思考:实证与反思[J].电化教育研究,2013(8).
[5]李赟,林祝亮.高等教育翻转课堂教学效果分析与思考[J].电化教育研究,2016(2).