翻转课堂下高效课堂的模式构建

发布时间：2018-07-10 01:18

本文选题：高中生物 + 翻转课堂　；参考：《延安大学》2017年硕士论文

【摘要】：翻转课堂通过将课上和课下内容颠倒,实现学生学习的自主性和合作性,高效课堂则力求在45分钟的课堂时间里追求学生学习效果的高效。因此,如何将两者进行融合,既能实现课上课下学生学习效率的双高效,又能保证学生是学习的主体,成为本次研究的主要内容。本次研究主要提出了一种将翻转课堂与高效课堂融合的模式,即翻转高效课堂。也就是在翻转课堂的模式下,实现课前、课上和课后三阶段学生学习的高效。学生在课前通过教师设计的导学案观看相应的导学视频进行学习,完成相应的问题并提出自己的问题。教师总结学生自学中的问题并在课堂上展示,作为课堂教学的主要探究任务,学生则通过小组探究的形式在教师的引导下自主学习。在小组分工合作交流讨论之后,进行小组配合或者推选个人进行展示,以分享小组的学习成果,锻炼学生的表达能力。在实践中教师仅担任引导者的角色切忌灌输知识,仅在课堂最后进行总结评价,回答学生在探究中没能解决的疑问,以起到总结提高的效果。学生紧跟着进行课下练习,课下练习的设置主要是突出少而精,目的是起到巩固探究所得到的知识的作用,提高学生运用知识解决问题的能力。本课题以陕西省延安市延安中学高一年级的四个班作为实践研究的对象,以人教版高中生物必修一第三章细胞的结构相关知识作为研究的主要内容,研究翻转高效课堂的可实施性。在实验过程中共设置了两组对照,实验组采用翻转高效课堂的教学模式,对照组则采用传统讲授式教学。在这两组对照中一组班级学习能力较高,使两组学生的学习能力有一定的区分度,以提高实验结果的可靠性。实验最终以本章学习后的章末阶段性检测和学生课后问卷调查为参考。检测结果表明,两个实验班的成绩均比对照班高出8分,且高分段学生人数明显较多,有显著差异。在综合调查问卷后得出结论如下,与传统课堂相比,翻转高效课堂确实对学生知识的掌握和能力的提升起到一定的作用,且成绩的提高较为明显。大部分学生能感受到在翻转高效课堂中获得一定能力的提升,能够初步的认为此种教学模式确实具有提高学生学习效率的高效性。但因课下占用学生时间较多,部分学生认为即使在翻转高效中提高了自身的能力和学习效率,却加重其他科目的课业负担,表示更愿意接受以教师为主导的接受式学习。针对以上实验结果,分析了本次教学实践的不足之处,并提出了相应的改进建议。翻转课堂下高效课堂的教学模式对学生知识和能力的提高有显著的促进作用,可以进行进一步的研究和推广。
[Abstract]:The flipping classroom realizes the students' autonomy and cooperation by reversing the contents of the class and the class, while the efficient classroom strives to pursue the high efficiency of the students' learning effect in 45 minutes of classroom time. Therefore, how to combine the two can not only realize the dual efficiency of students' learning efficiency in class, but also ensure that students are the main body of learning, and become the main content of this study. In this study, we put forward a kind of fusion mode of flipping classroom and efficient classroom, that is, flipping efficient classroom. That is, in the mode of flipping the classroom, students can learn efficiently before, after and after class. Before class, the students watch the corresponding video of instruction through the instructional plan designed by the teacher, complete the corresponding questions and put forward their own questions. Teachers summarize the problems of students' self-study and show them in class. As the main inquiry task of classroom teaching, students learn independently through group inquiry under the guidance of teachers. After working in groups, cooperate with each other or select individuals to share their learning results and develop students' ability to express themselves. In practice, teachers should not instill knowledge only as guides, summarize and evaluate only at the end of class, answer questions that students can not solve in inquiry, so as to achieve the effect of summing up and improving. Students followed by practice after class, the setting of practice after class is mainly to highlight the small and fine, the purpose is to play a role in consolidating the knowledge of inquiry, improve the ability of students to use knowledge to solve problems. This subject takes the four classes of the first grade of Yanan Middle School in Yan'an, Shaanxi Province as the object of practical study, and takes the knowledge of the structure of the cell in the third chapter of the compulsory biology course of the senior high school as the main content of the research. To study the practicability of flipping efficient classroom. In the course of the experiment, two groups of control groups were set up. The experimental group adopted the teaching mode of flipping high efficiency classroom, while the control group adopted the traditional teaching mode. In order to improve the reliability of the experimental results, the learning ability of one group of students in the two groups is higher than that of the control group, so that the learning ability of the two groups can be distinguished to a certain extent. The experiment is based on the final stage examination of the chapter and the post-class questionnaire survey. The results showed that the scores of the two experimental classes were 8 points higher than those of the control class, and the number of the students in the high score was significantly higher than that of the control class. The conclusion of the questionnaire is as follows: compared with the traditional classroom, the flipped and efficient classroom does play a certain role in improving the students' knowledge and ability, and the improvement of the achievement is obvious. Most of the students can feel the improvement of their ability in the overturned and efficient classroom, and can initially think that this teaching mode has the high efficiency of improving the students' learning efficiency. However, some students think that even if they improve their ability and study efficiency in flipping efficiency, they are more willing to accept teacher-led receptive learning. In view of the above experimental results, this paper analyzes the shortcomings of this teaching practice and puts forward corresponding suggestions for improvement. The effective teaching mode in flipped classroom can promote the improvement of students' knowledge and ability, and can be further studied and popularized.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91;G434

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