翻转课堂在美国大学中文课程中实施的行动研究报告

The Effects of the Flipped Classroom Model in a College-level Chinese Classroom in the United States:An Action Research

本文报告了一项翻转课堂模式在美国大学中文课程中实施的行动研究。这项持续三轮的行动研究旨在运用翻转课堂,通过视频的方式将词汇和语法教学放在课前,利用现代技术构建生态化的教学环境,整合真实性的教学资源,激发学生学习兴趣,提升学生自主学习能力,为课堂上更有效地引导学生进行探究性学习并实现知识内化提供支撑。行动过程中,基于"发现问题—提出方案—采取行动—评估效果—重新界定/发现问题—调整方案/提出新方案"循环迭代的研究路径,通过实验组和对照组的学习效果比较,对学生的访谈以及教师反思与总结,探讨翻转课堂模式与对外汉语教学结合的可行性。

This article reports on a three-round action research to examine the effects of the flipped classroom model in a college-level Chinese classroom in the United States. In each round, the researchers identify the problem, develop a plan of action, collect data, analyze data, form conclusions, modify the theory and repeat the cycle. Different interactive videos have been used to deliver the new knowledge prior to the class to prepare the students in a guided setting and free up valuable class time to enhance the students＇ engagement and learning. A comparison has been made between the learning outcomes of the flipped classroom and the non-flipped classroom. Data have been gathered through classroom observation, structured interviews and a survey. The result of the action research reveals that the flipped classroom model can help students develop better attitudes toward their learning experience, attain better learning outcomes, and devote more effort to the learning process.