翻转课堂中国热的思考

Rational Thinking on the Popularity of Flipped Classroom in China

翻转课堂作为一种新兴的、起源于美国的教学模式,从"教与学"的结构来看,其作为一种"先学后教"模式,相对于传统课堂教学具有高效课堂的基本表征,加之我国教学改革中"引进情结"的推波助澜,使之迅速在我国教育领域得到发展。但是,翻转课堂在教学应用中容易出现师生关系失位、知识难度越位、适用对象错位等局限性,根源在于对翻转课堂的定位停留在流程翻转的层面上,忽视了翻转课堂背后隐藏的知识内化的基本原理。审视翻转课堂在美国的发展现状及其实施条件,有利于启发对翻转课堂之热进行冷静的思考;也有利于对翻转课堂理念的可取之处进行理智选择。

Flipped classroom is a new teaching mode originating from United States. From the view of teaching and learning structure, it is a mode with learning before teaching and has the basic characteristics of efficient classroom while compared with traditional classroom teaching. Coupled with the introduction complex in China＇s teaching reform, flipped classroom has got rapid development in the educational field. However, the application of flipped classroom also faced some limitations, including the lost teacher-student relationship, the difficulty of knowledge offside and the dislocation of applicable object, rooted in the cognition of flipped classroom staying in the process flipping and ignoring the basic principles of knowledge internalization behind flipped classroom. Reviewing the development of flipped classroom in United States and its implementation conditions would help us make rational thinking and selection.