教育现象学视野下初中翻转课堂教学中小组合作学习研究

发布时间：2018-07-05 06:12

本文选题：翻转课堂 + 合作学习　；参考：《温州大学》2017年硕士论文

【摘要】：翻转课堂是在信息技术的支持下,学生课前通过学习视频完成新知识的初步学习;课堂上通过师生、生生之间的交流互动完成知识深度学习的教学模式。翻转课堂借助于现代信息技术,“翻转” 了传统课堂的教学模式,并在教育实践中体现了“合作学习”“探究学习”“学习者中心”等与新课程改革相契合的教育理念,受到国内教育界学者的关注。然而,翻转课堂作为从国外传入国内的教学模式,在理论研究和实践研究方面都处于发展阶段;特别是在实践教学中存在诸多的教育教学问题。基于此,本研究旨在从教学实践角度探析翻转课堂存在的问题、原因,提出相应的教育对策,以期使翻转课堂这样的“舶来品”更适合中国的学校教育。本研究以教育现象学作为研究方法,以新现象学中人的情绪震颤状态内容作为研究视角,从学生在翻转课堂小组合作学习中的消极情绪体验出发,研究翻转课堂实施中存在的问题,分析其存在原因并提出教育对策。首先,本研究从学生视角,对学生在翻转课堂小组合作学习中消极情绪体验进行现象学描述,并从学生的空间性和情绪性体验角度进行分析。其次,本研究依据教育现象学的质性研究方法进行分析发现,现今的翻转课堂以信息技术为支持,在学生获取知识的方式和获取的知识量上显示出极大的优势。然而翻转课堂教学中依然存在传统教学模式中存在的问题,教学中的本质问题并没有得到解决。在研究调查中具体表现为:(1)由于现代知识观的影响,翻转课堂小组合作学习中存在严重的“知识霸权”现象。(2)由于教学内容忽略学生的生活意义,翻转课堂教学存在虚假的主体性现象。(3)由于学生自身缺乏合作意识和交往技能,合作学习难以有效展开。针对以上研究,笔者分别从重构教材知识观、回归学生的生活世界、强调主体间性的重要性等角度提出教育对策,以期使翻转课堂实现真正的“翻转”。本研究以学生的情绪体验作为出发点,运用教育现象学的研究范式,揭示性地和理解地接近学生的无意识的学习体验和学习本质,试图从学生角度发现翻转课堂的存在本质,发现翻转课堂中的小组合作学习对学生而言意味着什么,从而从全新的视角审视翻转课堂在国内学校教育的适用性和有效性。
[Abstract]:Flipping classroom is a teaching mode in which students complete the initial learning of new knowledge by learning video before class, and complete the deep learning of knowledge through the communication between teachers and students, students and students in the classroom with the support of information technology. With the help of modern information technology, the flipping classroom "flips" the teaching mode of the traditional classroom, and embodies the educational idea of "cooperative learning", "inquiry learning" and "learner-center", which are in line with the new curriculum reform in the educational practice, such as "cooperative learning", "inquiry learning", "learner center" and so on. By the domestic education scholars' attention. However, as a teaching mode introduced from abroad to China, the flipping classroom is in the developing stage of both theoretical and practical research, especially in the practical teaching, there are many problems in education and teaching. Based on this, the purpose of this study is to probe into the problems and reasons of flipping classroom from the angle of teaching practice, and to put forward the corresponding educational countermeasures in order to make the "imported goods" such as flipping classroom more suitable for Chinese school education. This study takes the educational phenomenology as the research method, takes the human emotion tremor state content in the new phenomenology as the research angle, starts from the student's negative emotion experience in the reversal classroom cooperative study. This paper studies the problems existing in the implementation of flipping classroom, analyzes the causes and puts forward some educational countermeasures. First of all, from the perspective of students, this study describes the negative emotional experience of students in the reversed classroom group cooperative learning, and analyzes the students' spatial and emotional experience from the perspective of students' spatial and emotional experience. Secondly, according to the qualitative research method of educational phenomenology, the author finds that the flipped classroom, supported by information technology, shows great advantages in the way students acquire knowledge and the amount of knowledge they acquire. However, there are still some problems in the traditional teaching mode in the flipping classroom teaching, and the essential problems in the teaching have not been solved. In the research and investigation, the specific manifestations are as follows: (1) because of the influence of modern knowledge view, there is a serious phenomenon of "knowledge hegemony" in the cooperative learning of overturned class groups. (2) because the teaching content neglects the meaning of students' life, There is a false subjective phenomenon in flipping classroom teaching. (3) it is difficult to develop cooperative learning effectively because of students' lack of cooperation consciousness and communication skills. In view of the above research, the author puts forward the educational countermeasures from the angle of reconstructing the knowledge view of the textbook, returning to the students' life world and emphasizing the importance of intersubjectivity, in order to realize the real "flip" in the flipping classroom. Taking the emotional experience of students as the starting point and applying the research paradigm of educational phenomenology, this study reveals the unconscious learning experience and learning essence of students, and tries to find out the essence of overturning classroom from the perspective of students. Find out what group cooperative learning means to students in flipping classroom, and examine the applicability and effectiveness of flipping classroom in domestic school education from a new perspective.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G632.4

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