摘要
"翻转课堂"本质是对知识传授和知识内化的颠倒安排。把"翻转课堂"置于生态系统健康理论的视角,重新审视"翻转课堂"教学生态系统的诸要素及其要素间的关系,从教师角度对"翻转课堂"进行自我诊断,有利于推进"翻转课堂"的本土化进程,促进师生共同发展。
Basically the so-called ＂fl ipped classroom＂ is to reverse the order of imparting knowledge and the internalization process. The study focuses on the localization process of ＂fl ipped classroom＂ and promotes the mutual developments of both students and teachers. The paper reexamines the key elements and the inter-relationships of each element and carries out a selfdiagnosis of the new teaching approach.
出处
《广东广播电视大学学报》
2014年第6期76-79,共4页
Journal of Guangdong Radio & Television University
基金
教育部人文社会科学研究规划基金项目"高考多元录取机制促进普通高中教育多样化发展研究"(11YJA880093)
全国教育科学"十二五"规划2011年度教育部重点课题"当前我国高校联考制度研究"(GFA111029)的阶段性成果
关键词
翻转课堂
本土化
生态教学
自我诊断
fl ipped classroom
localization
ecosystem health theory
self-diagnosis
