翻转课堂教学模式在《普通昆虫学》实验教学中的探索
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摘要
翻转课堂是一种新兴的"破坏式创新"教学模式,强调先学后教,提倡自我学习重建学习流程,激发学生的学习兴趣。本文从当前《普通昆虫学》实验课教学中存在的问题入手,探索了翻转课堂教学模式在《普通昆虫学》实验教学中的效果。研究显示:翻转课堂教学模式引进并应用于《普通昆虫学》实验教学中,可以有效弥补"实验课学时少时间短,教学标本不足"等现状,大大提高了学生的自学动手能力、逻辑思考能力以及沟通交流能力。研究结果为农林院校实施《普通昆虫学》实验课翻转课堂实践提供借鉴。
Flipped classroom is a new teaching mode, which emphasizes the learning before teaching and advocates reconstructing the learning process through self-study to stimulate students' interest in learning.Aimed at the problems existing in the experimental teaching of General Entomology, our study explored the effect of the flipped classroom teaching model in the experimental teaching of General Entomology. This study shown that the flipped classroom teaching model in the experimental teaching of General Entomology,could effectively make up the teaching status of the short of class hours and specimens, and greatly improve the students' self-learning ability, logical thinking ability and communication ability. Our study will provide reference for the implementation of the flipped classroom model in the experimental teaching of General Entomology in the agricultural and forestry universities.
Flipped classroom is a new teaching mode, which emphasizes the learning before teaching and advocates reconstructing the learning process through self-study to stimulate students' interest in learning.Aimed at the problems existing in the experimental teaching of General Entomology, our study explored the effect of the flipped classroom teaching model in the experimental teaching of General Entomology. This study shown that the flipped classroom teaching model in the experimental teaching of General Entomology,could effectively make up the teaching status of the short of class hours and specimens, and greatly improve the students' self-learning ability, logical thinking ability and communication ability. Our study will provide reference for the implementation of the flipped classroom model in the experimental teaching of General Entomology in the agricultural and forestry universities.
引文
[1]白素芬,李欣.普通昆虫学实验教学的改进[J].中国科教创新导刊,2014,(4):95-96.
[2]张建民,王文凯,李传仁,等.普通昆虫学实验教学改革探索[J].高校实验室工作研究,2008,97(3):11-12.
[3]汪晓东,张晨婧仔.“翻转课堂”在大学教学中的应用研究-以教育技术学专业英语课程为例[J].现代教育技术,2013,23(08):11-16.
[4]董庆伟,张永振,仝克勤,等.加强实验教学督导完善高校教学质量监控体系[J].实验技术与管理,2013,30(7):147-149.
[5]张渝江.翻转课堂变革[J].中国信息技术教育,2012,(10):118-121.
[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]宋艳玲.基于翻转课堂的研究型教学设计与实践探索[D].天津大学,2014.
[8]崔艳辉,王轶.翻转课堂及其在大学英语教学中的应用[J].中国电化教育,2014,11:116-121.
[9]Papadopoulos,C.and Roman,AS.Implementing an Inverted Classroom Model in Engineering Statics:Initial Results.Proceedings of the ASEE Annual Conference&Exposition,Louisiville,KY,June 2010.
[10]冯其红.油藏工程教学中启发式教学方法的探索与实践[J].中国石油大学胜利学院学报,2007,2(21):55-56.
[11]梁霞.《基于网络环境下新型师生关系的构建》课题研究报告[J].读写算(教师版):素质教育论坛,2013,(3):86-88.
[12]余柯,李晓红,王亭婷,等.新型师生关系构建略论[J].教学与管理:理论版,2007,(9):36-37.
[13]曹育红.基于开放教育资源的翻转课堂教学模式研究[J].成人教育,2014,1:72-75.
[2]张建民,王文凯,李传仁,等.普通昆虫学实验教学改革探索[J].高校实验室工作研究,2008,97(3):11-12.
[3]汪晓东,张晨婧仔.“翻转课堂”在大学教学中的应用研究-以教育技术学专业英语课程为例[J].现代教育技术,2013,23(08):11-16.
[4]董庆伟,张永振,仝克勤,等.加强实验教学督导完善高校教学质量监控体系[J].实验技术与管理,2013,30(7):147-149.
[5]张渝江.翻转课堂变革[J].中国信息技术教育,2012,(10):118-121.
[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]宋艳玲.基于翻转课堂的研究型教学设计与实践探索[D].天津大学,2014.
[8]崔艳辉,王轶.翻转课堂及其在大学英语教学中的应用[J].中国电化教育,2014,11:116-121.
[9]Papadopoulos,C.and Roman,AS.Implementing an Inverted Classroom Model in Engineering Statics:Initial Results.Proceedings of the ASEE Annual Conference&Exposition,Louisiville,KY,June 2010.
[10]冯其红.油藏工程教学中启发式教学方法的探索与实践[J].中国石油大学胜利学院学报,2007,2(21):55-56.
[11]梁霞.《基于网络环境下新型师生关系的构建》课题研究报告[J].读写算(教师版):素质教育论坛,2013,(3):86-88.
[12]余柯,李晓红,王亭婷,等.新型师生关系构建略论[J].教学与管理:理论版,2007,(9):36-37.
[13]曹育红.基于开放教育资源的翻转课堂教学模式研究[J].成人教育,2014,1:72-75.