面向实践操作类课程的翻转课堂模型构建与实证研究

发布时间：2018-02-20 06:23

本文关键词： 翻转课堂实践操作教学模式教学设计　出处：《东北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新一代信息技术的快速发展促使教学变革,而变革的核心在于教学模式的创新,以教定学的知识传授模式逐渐变成了以学生为中心的个性化教学模式,促使翻转课堂的产生与发展。翻转教学通过对教学结构的颠倒安排,实现知识传授的前置和知识内化的深化,使学生的学习兴趣得以提升,真正实现个性化教学。本研究采用文献研究法、问卷调查法、行动研究法等方法,从实践操作类课程存在的实际问题着手,以建构主义理论、掌握学习理论、活动理论、学习金字塔理论、罗瑞兰德的学生学习模型、ARCS动机模型等现有教学理论为重要依据,在分析国内外现存的翻转教学模型的优势和劣势的基础上,构建出面向实践操作类课程的翻转教学模型,从资源设计、课前活动设计、课堂活动设计、评价机制设计四方面对具体的实践操作类内容进行教学设计,并运用教学设计方案来指导实证研究。采用形成性评价的方法,按照课前活动效果、课堂活动效果、交流与沟通情况及学生学习效果四个维度对实验结果进行调查分析。结果显示,应用于操作类课程的翻转教学在很大程度上提高课堂参与度,提高了学生的学习兴趣,有利于提升实践操作能力等。希望本研究能在一定程度上为以后的翻转课堂相关研究提供一些借鉴意义和参考价值。
[Abstract]:The rapid development of the new generation of information technology promotes the reform of teaching, and the core of the change lies in the innovation of teaching mode. The mode of knowledge imparting based on teaching and learning has gradually become a student-centered individualized teaching mode. Through the reverse arrangement of the teaching structure, the upside-down arrangement of the teaching structure, the realization of the preposition of knowledge imparting and the deepening of the internalization of knowledge, the students' interest in learning can be promoted. This research adopts the methods of literature research, questionnaire investigation, action research and so on, to start with the practical problems in the practical operation courses, and to master the theory of learning, the theory of activity, the theory of constructivism, the theory of learning and the theory of activity. Learning pyramid theory, Lorraud's student learning model and ARCS motivation model are the important basis of the present teaching theory. On the basis of analyzing the advantages and disadvantages of the existing flipping teaching models at home and abroad, This paper constructs the turnover teaching model of practical operation course, designs the content of practical operation from four aspects: resource design, pre-class activity design, classroom activity design and evaluation mechanism design. And use the teaching design to guide the empirical research. Using the formative evaluation method, according to the effect of pre-class activities, classroom activities, Four dimensions of communication and students' learning effect were investigated and analyzed. The results showed that the flipping teaching applied to the operational courses greatly increased the participation in the classroom and increased the students' interest in learning. It is hoped that this study can provide some reference significance and reference value for the related research of flipping classroom to a certain extent.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434

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