乡村中学的翻转课堂研究——以山东省某镇中学为例

发布时间：2019-04-17 06:12

【摘要】：在线开放教育为优质教育资源共享带来了契机。翻转课堂依赖优质教育资源开放共享的优势,对提升教育资源薄弱学校的教育质量、促进基础教育均衡发展意义重大,因此对教育资源薄弱学校的翻转效果进行研究有现实意义。本文通过运用两期、多期双重差分法以及简单线性回归模型对山东一所乡村中学的翻转教学实践进行研究,通过课堂观察、访谈、问卷调查、管理数据等的采集,考察了翻转课堂教学改革对该校学生认知能力和非认知能力的影响。研究发现,在认知能力方面,翻转课堂在短期内有助于学生数学成绩的提升,而从长期看来,翻转课堂不仅不能显著提高学生的学业成绩,反而对学生的英语成绩有显著的消极影响;在非认知能力方面,翻转课堂使得师生关系更为融洽,但是学生的学习能力自我效能感有所降低。
[Abstract]:Online open education brings opportunities for sharing high-quality educational resources. It is of great significance to improve the quality of education in weak schools and to promote the balanced development of basic education by turning over the advantages of classroom relying on the open sharing of high-quality educational resources. Therefore, it is of practical significance to study the flip-over effect of schools with weak educational resources. In this paper, two-stage, multi-period double difference method and simple linear regression model are used to study the flipping teaching practice of a rural middle school in Shandong Province, through classroom observation, interviews, questionnaire survey, management data collection, etc. This paper investigates the influence of turnover classroom teaching reform on students' cognitive ability and non-cognitive ability. It is found that in cognitive ability, flipping classroom is helpful to the improvement of students' mathematics achievement in the short term, but in the long run, flipping classroom can not improve students' academic achievement significantly, but in the long run, flipping classroom can not improve students' academic achievement. On the contrary, it has a significant negative impact on students' English achievement. In the aspect of non-cognitive ability, flipping classroom makes the relationship between teachers and students more harmonious, but the students' sense of self-efficacy of learning ability decreases.
【作者单位】：清华大学教育研究院;
【基金】：清华大学教育研究院在线教育课题组的研究成果之一广东全通教育股份有限公司资助
【分类号】：G434

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