促进研究生深度学习的翻转课堂设计研究

发布时间：2018-03-25 13:46

本文选题：研究生　切入点：深度学习　出处：《江南大学》2017年硕士论文

【摘要】：研究生教育作为以研究性学习为主线的教育,肩负着培养学生进行批判性思考、解决复杂问题等深度学习能力完成科研任务的责任。然而灌输式的教学、接收式的获取知识,无疑是阻碍深度学习发展的主要因素。对硕士研究生进行深度学习现状调查的数据显示,研究生在深度学习方面表现不佳。翻转课堂作为互联网时代特有的创新教学形式,为学习科学领域深受关注的深度学习研究创造了新的探索空间。本研究旨在通过解决以下三个问题来实现促进研究生深度学习的目的:促进研究生深度学习翻转课堂的内涵是什么?如何设计能够促进研究生深度学习的翻转课堂?如何评价学生实现了深度学习?虽然国内外对深度学习的诸多研究在研究背景、探究方向等方面不相一致,但深度学习在本质上是一种以理解为导向、以理解深度为表征的学习,旨在追求对学生高阶能力的培养。翻转课堂旨在使学生由浅表学习走向深度学习,由初级理解向深度理解发展。深度学习的本质与翻转课堂的旨趣相契合,因而提供了新的研究视角。本研究基于理解的视角从宏观和微观两个层面对促进深度学习的翻转课堂进行设计。微观层面提出课前自我理解、课中分享与辩论理解、课后反思理解和课终迁移应用的设计策略,使学习者围绕衍生性问题进行自主与协作知识建构,在解决问题的过程中培养学习者的问题意识与批判性思维,最终实现以知识理解与迁移应用为目标的深度学习。宏观层面,主要进行的是前期分析,目标、内容、环境、评价的设计,以达到“助力学生构建知识体系;引发学生内外观点的碰撞;实现不同时空的有效链接;保证评价功能实现”的目的。本研究应用基于设计的研究方法,依托两门研究生课程——《教学设计》、《教育技术学基本理论》,在迭代循环的教学实践中不断通过反思总结与数据反馈,对构建的翻转课堂框架进行优化和改进,最终形成完善的翻转课堂设计模型。在对过程中产生的数据进行效果分析发现:促进深度学习的翻转课堂能够增强课堂师生人际互动,提升学生课程参与感;能够增强深层学习动机、提高学生学习投入,深化学生对深度学习策略的应用;同时能够提高学生理解水平,促进深度学习认知能力的发展。也即能够实现促进学生进行深度学习的目的。
[Abstract]:As the main line of research learning, postgraduate education is responsible for cultivating students' critical thinking, solving complex problems and other in-depth learning ability to complete scientific research tasks. There is no doubt that it is the main factor that hinders the development of deep learning. The data from the survey of the current situation of deep learning of graduate students show that the graduate students are not performing well in the field of deep learning. Flipping classroom is a unique innovative teaching form in the Internet era. The purpose of this study is to promote postgraduate deep learning by solving the following three problems: to promote the turnover of graduate deep learning. What is the connotation of the classroom? How to design the flipping classroom which can promote the postgraduate deep study? How to evaluate the students to achieve in-depth learning? Although many researches on deep learning at home and abroad are not consistent in research background and research direction, deep learning is essentially a kind of learning that is guided by understanding and characterized by depth of understanding. The purpose of flipping classroom is to make students change from superficial learning to deep learning and develop from primary understanding to deep understanding. The essence of deep learning is consistent with the purpose of flipping classroom. Therefore, a new research perspective is provided. Based on the perspective of understanding, this study designed the flipped classroom to promote in-depth learning from the macro and micro levels. At the micro level, it proposed pre-class self-understanding, in-class sharing and debate understanding. The design strategies of introspection and understanding after class and application of transfer at the end of class enable learners to construct their own and cooperative knowledge around derivative problems, and to cultivate learners' awareness of problems and critical thinking in the process of problem solving. Finally, we can realize the deep learning with the goal of knowledge understanding and transfer application. At the macro level, we mainly carry out the design of pre-analysis, goal, content, environment and evaluation, in order to help the students to construct the knowledge system. The purpose of this study is to cause students' internal and external views to collide; to realize effective links between different time and space; to ensure the realization of evaluation function. Relying on two postgraduate courses "instructional Design" and "the basic Theory of Educational Technology", in the teaching practice of iterative cycle, through reflection, summary and data feedback, this paper optimizes and improves the framework of the flipped classroom. Finally, a perfect model of flipping classroom design is formed. Through the analysis of the data produced in the process, it is found that the flipped classroom can enhance the interpersonal interaction between teachers and students and enhance the students' sense of participation in the curriculum. It can enhance the deep learning motivation, increase the students' learning investment, deepen the students' application of the deep learning strategy, and improve the students' understanding level. To promote the development of cognitive ability of deep learning, that is to say, to achieve the purpose of promoting students to carry out deep learning.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G643

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