翻转课堂对学习效果的影响研究:认知负荷的视角

Influence of Flipped Classroom on Learning Effects:from Perspective of Cognitive Load

基于认知负荷理论,探究高校翻转课堂教学与学习效果的关系,以及课程内容难度对专业基础课和专业实践课学习效果的调节作用。研究被试为北京某高校174名在校大学生,研究方法为准实验设计,选择专业基础课“管理学”与专业实践课“人力资源管理”进行对比研究。研究结果表明:翻转课堂的学习效果显著优于传统教学;随着章节内容难度的增加,翻转课堂对专业基础课学习效果的促进作用会逐渐减弱;随着章节内容难度的增加,翻转课堂对专业实践课学习效果的促进作用逐渐增强。研究结论为高校教师提升翻转课堂教学效果提供了理论与实践依据。

Based on the cognitive load theory,the influence of the flipped classroom teaching approach on students’learning effects,as well as the moderating role of course difficulty is explored.Data were collected from 174 college students who were enrolled in two different courses:“Introduction to Management”and“Human Resource Management”.The research method adopts quasi-experimental design.The results showed that as to students’learning effects,the flipped classroom approach was significantly better than the traditional lecturing method.With the increase of the course difficulty,the promoting role of flipped classroom on learning effects of professional basic courses decreased while as to professional practice courses,the promoting role increased.Contributions and implications are also discussed.