大学翻转课堂教学效果实证研究--以《财务学及技术基础》课程翻转教学为例

An Empirical Study on the Flipped College Classroom

通过对翻转课堂研究文献的梳理,总结国内外翻转课堂教学改革的主要经验和不足,结合"财务学及技术基础"课程翻转教学实践,对学生学习行为、效果及其相互关系的实证研究发现,大学翻转课堂的教学效果取决于线上、线下两个讨论的设计和组织。大学翻转课堂教学的关键是微课建设;基础是"题库"建设;慕课平台是重要条件;课程考核设计是"牛鼻子";知识系统性是短板;关注学习困难群体是难点。

Reviewing the related literatures about the'flipped classroom',it is found that the concept of'flipped classroom'originated from the USA in the 1990s,which required teachers to make teaching design and explore class learning materials based on the questions raised by students in advance before the lesson,and to guide the students to discuss together to solve problems in class.In China,the'flipped classroom'has become increasingly popular since 2007,which holds the core idea that discussion-based learning could strengthen students'initiative and motivation in learning,and give students a better understanding about the knowledge they learn,and finally improve students'capability of solving practical problems.However,the'flipped classroom'has not achieved the efficiency as expected.On the contrary,under the influence of Chinese traditional culture inertia and the present framework of educational evaluation;it results in alienation or worse situation in teaching.Some'flipped classrooms'have simply been another version of'homework sea'tactics.Some others provide no problems to discuss in'flipped classrooms'.A few'flipped classrooms'are dominated by a few students,which affect the overall effect.Even some teachers are inexperienced in control'flipped classrooms',which make the course inefficient and knowledge fragmented.With the multiple linear regression model,the paper makes an empirical study on the flipped college classroom implemented in the course of the'Financial technology'in four semesters from the autumn in 2014 to the spring in 2016.At the stage of Moocs-helped teaching,there is a significant correlation between the final test scores and the variables of'visit times'and'online discussion',because every added visit could improve 0.032 points and every added participation in discussions could improve 0.096 points in the final examination.At the beginning stage of the'flipped classroom',the data showed there was no correlation between the final test scores and online-learning.Three reasons were found through after-class interviews as following:the first was the cultural conflict of education;the second was the process opportunism;the last was the result formalism.At the stage of improving flipped-teaching,the correlation between'final exam scores'and'offline discussion'obviously became significant by increasing the question bank and adjusting the course evaluation weights,every one point raised in the'online discussion would improve 0.852points in the final exam scores.A further study on factors to classroom discussion scores showed that once the online discussion increased one chance,'classroom discussion'would increase 0.08points,and one score raised in'chapter assignment'would improve 0.132 points in classroom discussion.At the stage of mature flipped-teaching,the determinants of classroom efficiency are'online discussion'and'classroom discussion',which illustrates that the students who discuss actively both online and offline classrooms would have a good result in the final examination.The conclusion is highly consistent with the theoretical analysis of the'flipped classroom'.Based on the analysis above,the paper concludes that the motivation and the quality that students participate in discussions are the core points.Only when students’enthusiasms in discussions are adequately stimulated,is it possible to increase their internal interest in learning.Of course,the attraction of online courses,the test design of knowledge-points,the development of chapter assignment bank,the construction of Moocs,the net speed and others are all the significant external factors.Therefore,the paper proposes six suggestions to'flipped classrooms':(1)micro-lesson is the basic unit of Moocs and the key to the flipped teaching;(2)the construction of'question bank'is the foundation for the flipped classroom;(3)the platform of Moocs is the important condition for the flipped teaching;(4)the design of course evaluation framework is the focal point for course efficiency;(5)the greatest disadvantage of the flipped classroom is the lack of systematic knowledge;(6)the most difficult point for the flipped classroom is how to focus on students with learning problems.