摘要
为了回应翻转课堂教学如何深度应用的问题,提出了"基于理解的翻转课堂"教学设计框架。即翻转教学形式为理解拓展空间,翻转设计流程保证理解性目标的实现,翻转学习内容的顺序激发理解的内在动机,翻转提问时机促进课堂理解性活动的开展,翻转学习资源提供的顺序有利于"先学后教"的实现。在此框架基础上,以《电视编导与制作》课程为例,验证了基于理解的翻转课堂教学策略的有效性。
In order to solve the problem of how to deeply apply flipped classroom into teaching, an instructional design frame-work of “flipped classroom based on understanding” is proposed. The details are as follows: flipping the teaching pattern to expand the space for understanding; flipping the design process to realize the goal of understanding; flipping the order of learning contents to stimulate the motivation of understanding; flipping the timing of questioning to facilitate the understanding activities; flipping the or-ders of providing learning resources to realize “learning before teaching”. According to this framework, exemplified with the course of“TV Program Edition and Studio”, an action research was conducted to verify the effectiveness of instructional strategies of “flipped classroom based on understanding”.
出处
《远程教育杂志》
CSSCI
2014年第6期33-40,共8页
Journal of Distance Education
基金
国家社科基金"十一五"规划教育学一般项目"网络环境下中学理解性教学的实验研究"(项目编号:BCA90078)
中央高校基本科研业务费专项资助项目"信息化环境下理解性教学理论构建与实践研究"(项目编号:JUSRP51324A)的研究成果
关键词
翻转课堂
理解
电视编导与制作
Flipped classroom
Understanding
TV program edition and studio