MOOC与翻转课堂融合的深度学习场域建构

The Construction of a Deep Learning Field by Fusing MOOC and Flipped Classroom

MOOC与翻转课堂是当前备受教育界关注的两种教学模式,各有其优缺点,如何实现两者的有机融合并建构一种充满意义的深度学习场域,是值得深入探索的问题。MOOC与翻转课堂的融合是指将MOOC资源进行本土化加工后融入翻转课堂教学全过程,为翻转课堂提供高效网络学习平台、学习工具与优质学习资源。以MOOC与翻转课堂融合为基础的深度学习场域由情境、交互、体验和反思四个要素构成。其中,情境是深度学习显在场域的物理基础与核心,交互、体验、反思分别是深度学习潜在场域知识建构与理解、知识迁移应用、问题解决与创新的形成性要素与关键。场域中的各要素是各种社会关系尤其是权力关系的体现。管理者是学习场域中经济资本的主要支配者,可以运用职位权力向"域内"调配资源与资本。教师可依赖拥有的文化资本、社会资本和符号资本,形成自己的权力与权威,共同推进深度学习场域建构并形塑与之相匹配的惯习,塑造"域内"优势,引导学生"入场",吸引学生"在场",减少学生"离场",促进学生深度学习的发生。

MOOC and flipped classroom are the two advanced teaching modes being concerned by currenteducation field for their features, and how to realize the organic fusion of the two modes and construct a meaningfuldeep learning field is an exploring-worthy problem. The integration of MOOC and flipped classroom refers toturning the MOOC resources after localization processing into flipped classroom teaching processes. And it willprovide efficient network learning platforms, learning tools, and high quality learning resources for flippedclassroom. The deep learning field by fusing MOOC and flipped classroom is made up of elements includingsituation, interaction, experience and reflection. Situation is the physical base as well as the core for a deep learningapparent field. Interaction, experience and reflection are respectively the key factors for knowledge construction andcomprehension of the potential field of deep learning, transferring application of knowledge, and problems solvingand innovation. They exemplify all social relationships in the field, especially power relationships. Administratorsare the chief allocators of the economic capital in the learning field, who can exercise their authority to allocate fieldresources and capital. Based their power and authority on cultural, social and symbolic capital, teachers influencebehaviors of administrators, teachers and students by jointly constructing a deep learning field and shaping amatching habitus, thus to improve the field functions and advantages, guide the students into the field, and keepthem from absence so as to bring forth a deep learning.