翻转课堂“四问”——兼论没有微课也能实现课堂翻转

发布时间：2018-03-18 02:29

  本文选题：翻转课堂　切入点：微课　出处：《课程.教材.教法》2017年06期 　论文类型：期刊论文

【摘要】：从翻转课堂的起源及对其的理解来看,微课并非是翻转课堂的充要条件,也不是翻转课堂的重点,应用了微课并不等同于翻转课堂的有效实施。包括微课在内的新媒介只是为翻转课堂的实践提供了可能与便捷,但不能因为其优势而武断其决定性与颠覆性。我国的尝试教学、杜郎口教学模式与翻转课堂相比较,虽然媒介不同、流程有异,但理念、目的是一致的。翻转的关键不在于高科技媒介,而在于人的高层认知和高阶思维的形成;拥有了积极学习模式,没有微课等高科技媒介,也能实现课堂的翻转。
[Abstract]:From the origin and understanding of flipping classroom, micro-class is not the necessary and sufficient condition of flipping classroom, nor is it the focal point of flipping classroom. The application of micro-lessons is not equivalent to the effective implementation of the flipping classroom. The new media, including micro-lessons, only provide the possibility and convenience for the practice of the flipping classroom, but we cannot arbitrarily judge its decisive and subversive nature because of its advantages. Compared with the reverse classroom, Durangkou teaching mode has different media and different flow, but the idea and purpose are the same. The key of turnover lies not in high-tech media, but in the formation of people's high-level cognition and higher-order thinking. With a positive learning model, there is no high-tech media such as micro-class, can also achieve classroom turnover.
【作者单位】： 天津师范大学教育科学学院;
【基金】：天津市哲学社会科学规划课题“翻转课堂的实施现状及有效实施策略研究”(TJJX15026) 广东省高等学校“千百十人才培养工程”(828310)
【分类号】：G434
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本文编号：1627616