翻转课堂教学评价指标体系构建及应用之个案研究

发布时间：2018-11-05 18:22

【摘要】：21世纪,互联网技术高速发展,给人类的生产生活带来了巨大的改变。教育作为一种重要的人类社会活动,当然也受到了强烈的冲击,翻转课堂就是在这样的时代背景中应运而生。翻转课堂是一种新的教学模式,即教师先创建和发布以微视频为主的学习资料供学生学习,学生在课前完成对学习资料的学习,然后进入到课堂中,在教师的引导下通过一系列的教学活动促进学生对知识深层次的理解和掌握。翻转课堂以学生自学为主,教师起引导作用,将教学过程颠倒,将知识的传授过程放在课前,知识的内化过程放在课中和课后。我国翻转课堂的理论与实践研究还处于起步阶段,如何才能更为有效地进行翻转课堂实践是广大教师面临的问题。教学评价是判断教学是否有效和高效的重要手段。如何才能对翻转课堂教学进行科学的评价、给教师明确的改进教学的方向,是一个值得研究的问题。四川省H中学在西南地区率先引进翻转课堂教学模式,经过数年的教学实践,在提升教学质量方面取得了一定的效果,在国内具有一定的代表性。但目前对翻转课堂效果的表述也还停留在感性的层面,缺少实实在在的数据支撑。本研究笔者结合教学设计理论、建构主义学习理论、教学评价理论,在H中学,通过观察、访谈和问卷调查等形式收集相关数据,构建了翻转课堂教学评价的指标体系。同时,通过访谈专家和对评价指标体系的初步应用来对翻转课堂教学评价体系进行修改和完善。本研究的成果,可为教学评价理论在翻转课堂中的具体应用提供可供借鉴的案例,也可为翻转课堂在我国中学中更好的开展提供理论上的指导与支持。
[Abstract]:In the 21 st century, the rapid development of Internet technology has brought great changes to the production and life of human beings. Education as an important human social activity, of course, has been a strong impact, flipping classroom is in such an era background. Flipping classroom is a new teaching mode, in which teachers first create and publish learning materials based on microvideos for students to learn, students finish learning materials before class, and then enter the classroom. Under the guidance of teachers, a series of teaching activities promote students' deep understanding and mastery of knowledge. The flipping classroom is dominated by students' self-study, the teacher plays a leading role, the teaching process is reversed, the process of knowledge teaching is placed before class, and the process of knowledge internalization is placed in class and after class. The theoretical and practical research on flipping classroom is still in its infancy in our country. How to carry out the flipping classroom practice more effectively is a problem that the teachers are faced with. Teaching evaluation is an important means to judge whether teaching is effective and efficient. How to evaluate the flipped classroom teaching scientifically and give teachers a clear direction to improve teaching is a problem worth studying. The H middle school in Sichuan Province first introduced the flipping classroom teaching model in southwest China. After several years of teaching practice, it has achieved certain results in improving the teaching quality and has a certain representative in China. But at present, the expression of the effect of flipping classroom is still in the perceptual level, lack of real data support. The author combines teaching design theory, constructivism learning theory, teaching evaluation theory, in H middle school, through observation, interview and questionnaire survey and other forms to collect relevant data, set up the index system of flipping classroom teaching evaluation. At the same time, the evaluation system is modified and perfected by interviewing experts and the evaluation index system. The results of this study can provide a reference case for the application of the teaching evaluation theory in the flipping classroom, and also provide theoretical guidance and support for the better development of the flipping classroom in the middle schools of our country.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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