基于微课的高校无机化学翻转课堂教学效果研究——以无机化学精品资源共享课为例
|
摘要
以微课视频为载体,对大一材料专业无机化学课程教学进行翻转课堂实验研究,通过试卷考试成绩和Likert 5级量表问卷得分对实施效果进行评价。发现经过36学时的无机化学授课后,实验班学生成绩提高比对照班更高,具有显著性差异,且呈现不及格率更低的情况。实验班学生在知识与技能,过程与方法,态度、情感与价值观3个维度下的多数指标问卷得分均显著高于对照班学生。表明该实验尝试提高了学生学习效果,优化了学生学习过程,改善了学生学习态度,提升了学生的能力。对上述结果进行了详细分析并对翻转课堂进一步应用于高校无机化学教学提出了建议。
This paper explored the flipped classroom of inorganic chemistry teaching for material major freshman based on micro-course videos,and the implementation effect was evaluated by examination results and Likert 5 scale questionnaire scores.It was found that after 36 school hours of inorganic chemistry teaching,the scores of the students in the experimental class were significantly higher than those in the control class,and the rate of failure was lower.The scores of most index questionnaires in the three dimensions of knowledge and skills,process and method,attitude,emotion and values were significantly higher than those in the control class.It was showed that the students' learning effect was improved as well as their learning attitude and ability,and the students' learning process was optimized.The above results are analyzed in detail,and the suggestions for further application of flipping classroom in inorganic chemistry teaching in colleges and universities are put forward.
This paper explored the flipped classroom of inorganic chemistry teaching for material major freshman based on micro-course videos,and the implementation effect was evaluated by examination results and Likert 5 scale questionnaire scores.It was found that after 36 school hours of inorganic chemistry teaching,the scores of the students in the experimental class were significantly higher than those in the control class,and the rate of failure was lower.The scores of most index questionnaires in the three dimensions of knowledge and skills,process and method,attitude,emotion and values were significantly higher than those in the control class.It was showed that the students' learning effect was improved as well as their learning attitude and ability,and the students' learning process was optimized.The above results are analyzed in detail,and the suggestions for further application of flipping classroom in inorganic chemistry teaching in colleges and universities are put forward.
引文
[1]Burton L.Higher Education,1998,36(1):115-116
[2]Prince M.Journal of Engineering Education,2004,93(3):223-231
[3]DeLozier S J,Rhodes M G.Educational Psychology Review,2017,29(1SI):141-151
[4]任红艳,黄宇.化学教育(中英文),2017,38(4):26-29
[5]胡俊平,刘妍,毕慧敏,等.化学教育,2016,37(14):45-48
[6]Lage M J,Platt G J,Treglia M.Journal of Economic Education,2000,31(1):30-43
[7]Bergmann J A S A.Flip Your Classroom:Reach Every Student in Every Class Every Day.Washington,DC:International Society for Technology in Education,2012
[8]胡铁生,周晓清.现代教育技术,2014,24(2):5-13
[9]王大慧,许宏庆,卫功元.微生物学通报,2017,44(5):1230-1235
[10]Fautch J M.Chemistry Education Research and Practice,2015,16(1):179-186
[11]高慧,杨金香,贺艳斌.化学教育(中英文),2017,38(12):7-11
[12]何琳洁,贺辰衎,戴娜.大学教育科学,2017(6):69-74
[13]万敏.高教探索,2016(5):69-72
[14]郑瑞强,卢宇.高校教育管理,2017,11(1):97-103
[15]吴仁英,王坦.教育研究,2017,38(2):112-122
[16]吕婷婷,王娜.中国电化教育,2016(5):85-90,131
[2]Prince M.Journal of Engineering Education,2004,93(3):223-231
[3]DeLozier S J,Rhodes M G.Educational Psychology Review,2017,29(1SI):141-151
[4]任红艳,黄宇.化学教育(中英文),2017,38(4):26-29
[5]胡俊平,刘妍,毕慧敏,等.化学教育,2016,37(14):45-48
[6]Lage M J,Platt G J,Treglia M.Journal of Economic Education,2000,31(1):30-43
[7]Bergmann J A S A.Flip Your Classroom:Reach Every Student in Every Class Every Day.Washington,DC:International Society for Technology in Education,2012
[8]胡铁生,周晓清.现代教育技术,2014,24(2):5-13
[9]王大慧,许宏庆,卫功元.微生物学通报,2017,44(5):1230-1235
[10]Fautch J M.Chemistry Education Research and Practice,2015,16(1):179-186
[11]高慧,杨金香,贺艳斌.化学教育(中英文),2017,38(12):7-11
[12]何琳洁,贺辰衎,戴娜.大学教育科学,2017(6):69-74
[13]万敏.高教探索,2016(5):69-72
[14]郑瑞强,卢宇.高校教育管理,2017,11(1):97-103
[15]吴仁英,王坦.教育研究,2017,38(2):112-122
[16]吕婷婷,王娜.中国电化教育,2016(5):85-90,131