中美高校翻转课堂比较研究

发布时间：2018-02-10 20:18

  本文关键词： 中美高校 翻转课堂 麻省理工学院　出处：《中国地质大学(北京)》2017年硕士论文　论文类型：学位论文

【摘要】：随着现代教学技术的飞速发展,翻转课堂作为新型的教学模式在全球教育领域掀起了新的浪潮。为了顺应教育信息化及迎合教育教学改革发展的需要,中国开始积极进行翻转课堂实践。通过对翻转课堂的理论基础和实践条件的探索,并对中美两国高校翻转课堂进行案例比较,为我国翻转课堂实践提供一定的借鉴。翻转课堂体现了以人为本的哲学理念,同时也体现了教育学及心理学中的掌握学习理论及最近发展区理论。从对翻转课堂的研究中,可以看出翻转课堂以学生为中心,具有丰富的教学资源、公平的教学评价及自由宽松的教学环境等特点。为了保证翻转课堂的有效进行,不仅要有高水平的教师团队及善于积极学习的主动型学生,同时还要保证有充足优质的教学资源、完善的技术支持平台及社会各界的共识及支持。通过运用案例比较分析的方法,选取美国麻省理工学院《可视化日本》和中国某大学《中国近现代史纲要》两门课程进行案例分析。通过对教育理念、教学大纲、教师团队、教学过程、教学资源及考核方式等多方面细节的比较研究,发现中国高校在进行翻转课堂时存在的问题。而产生这些问题的原因包括中国存在根深蒂固的以师为尊及灌输式教育的情况;缺乏统筹能力和课程设计能力的合作型教师团队;习惯于应试教育的被动型学生;政府及社会机构的支持力度不够。为了更好地进行翻转课堂实践,应该从以下几个方面加大力度。首先,高校要注重发挥人的主体作用,注重教师与学生的主体作用的发挥,重视优质教师团队的建设和激励政策。其次,要大胆打破传统课程束缚。由于教育理念及课程设置上存在问题,所以要打破传统的教学理念和制度,在课程设置上精减课程,通过增加翻转课堂教学资源的深度及广度提高课程效果。最后,还要加强技术支持和社会平台的开放程度。在政府制度的保障下,不断加强对翻转课堂的网络平台建设及社会机构的平台开放。只有做到以上几个方面,中国高校翻转课堂实践才能更好更快地发展。
[Abstract]:With the rapid development of modern teaching technology, flipping classroom, as a new teaching mode, has set off a new wave in the field of global education. By exploring the theoretical basis and practical conditions of the flipping classroom, China has begun to actively carry out the practice of flipping classroom, and compared the cases of the flipping classroom between China and the United States of America. This paper provides some reference for the practice of flipping classroom in our country. The flipping classroom embodies the philosophy of people-oriented, the mastering learning theory in pedagogy and psychology, and the theory of proximal development area. It can be seen that the flipping classroom is student-centered, with rich teaching resources, fair teaching evaluation and free and relaxed teaching environment, etc. In order to ensure the effective implementation of the flipping classroom, It is necessary not only to have a high level of teachers and active students who are good at learning, but also to ensure that adequate and high-quality teaching resources are available. Perfect technical support platform and consensus and support from all walks of life. In this paper, we choose two courses of Massachusetts Institute of Technology (MIT), Visual Japan, and a university in China, "outline of Modern Chinese History" as a case study. Through the analysis of educational concept, syllabus, teaching team, teaching process, Through the comparative study of teaching resources and examination methods, the author finds out the problems existing in the overturning classroom in Chinese colleges and universities. The reasons for these problems include the deep-rooted "teacher-oriented" and "instilled" education in China; Lack of cooperative teacher team with overall planning and curriculum design ability; passive students accustomed to exam-oriented education; insufficient support from government and social institutions. We should increase our efforts from the following aspects. First, colleges and universities should pay attention to giving full play to the main role of human beings, teachers and students, to the construction of high-quality teacher teams and incentive policies. We must boldly break the shackles of traditional courses. Because there are problems in educational concepts and curriculum settings, we should break the traditional teaching concepts and systems, and streamline the courses in the curriculum design. By increasing the depth and breadth of the flipped classroom teaching resources to improve the effectiveness of the curriculum. Finally, it is necessary to strengthen technical support and the openness of social platforms. The construction of network platform and the opening of social organization should be strengthened continuously. Only in the above aspects can the practice of flipping classroom in Chinese universities develop better and faster.
【学位授予单位】：中国地质大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G642.4
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本文编号：1501349