以教师为主导:高职院校心理健康课程翻转课堂改革之导向
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摘要
翻转课堂教学模式适应了高职院校心理健康教育课程改革的需要,以学生为主体,注重互动是翻转课堂的优势。然而,在实际教学中,仍然存在着课堂准备不充分、课堂互动不深入、课后反馈不及时等问题。研究认为,高职院校的心理健康翻转课程的有效开展,必须坚持以教师为主导的教学模式,提高专业水平和教学能力,唤醒学生的自主学习意识,激发学生的创造性与积极主动性,引导学生对日常生活进行反思,从而提高翻转课堂的实效性。
Flipped class teaching mode adapts to the needs of the curriculum reform of mental health education in Higher Vocational colleges. Taking students as the main body and focusing on interaction are the advantages of flipped class. However, in actual teaching, there are still some problems such as inadequate class preparation, inadequate classroom interaction, and untimely feedback after class. The author put forwards that the effective development of psychological health flipped course in higher vocational colleges must adhere to the teacher-led teaching mode, improve professional level and teaching ability, arouse students' self-learning consciousness,stimulate students' creativity and initiative, and guide students to reflect on their daily life, so as to improve the effectiveness of flipped class.
Flipped class teaching mode adapts to the needs of the curriculum reform of mental health education in Higher Vocational colleges. Taking students as the main body and focusing on interaction are the advantages of flipped class. However, in actual teaching, there are still some problems such as inadequate class preparation, inadequate classroom interaction, and untimely feedback after class. The author put forwards that the effective development of psychological health flipped course in higher vocational colleges must adhere to the teacher-led teaching mode, improve professional level and teaching ability, arouse students' self-learning consciousness,stimulate students' creativity and initiative, and guide students to reflect on their daily life, so as to improve the effectiveness of flipped class.
引文
[1]百度百科.翻转课堂[EB/OL].[2018-01-25].https://baike.baidu.com/item/%E7%BF%BB%E8%BD%AC%E8%AF%BE%E5%A0%82/3381700?fr=aladdin.
[2]刘晨,杨静,常雅娟,等.基于南加州大学翻转课堂设计原则的大学生心理健康教育课程实践[J].教育教学论坛,2017(43):58-59.
[3]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教学研究,2014(7):108-103.
[4]李晓东.慕课对高校教师教学能力的挑战与对策南京理工大学学报(社会科学版)[J].2014(2):90.
[5] ERIKSONS.The Essence of good teaching[M]. San Francisco:Jossey-Bass.1984.
[6]沈春英,张巍.慕课背景下大学生心理健康教育任课教师角色的转变[J].常州信息职业技术学院学报,2017(5):76-78.
[2]刘晨,杨静,常雅娟,等.基于南加州大学翻转课堂设计原则的大学生心理健康教育课程实践[J].教育教学论坛,2017(43):58-59.
[3]董黎明,焦宝聪.基于翻转课堂理念的教学应用模型研究[J].电化教学研究,2014(7):108-103.
[4]李晓东.慕课对高校教师教学能力的挑战与对策南京理工大学学报(社会科学版)[J].2014(2):90.
[5] ERIKSONS.The Essence of good teaching[M]. San Francisco:Jossey-Bass.1984.
[6]沈春英,张巍.慕课背景下大学生心理健康教育任课教师角色的转变[J].常州信息职业技术学院学报,2017(5):76-78.