翻转课堂“四问”——兼论没有微课也能实现课堂翻转

Four Questions for “Flipped Classroom”——Concurrently on Flipping Classroom without Micro Course

从翻转课堂的起源及对其的理解来看,微课并非是翻转课堂的充要条件,也不是翻转课堂的重点,应用了微课并不等同于翻转课堂的有效实施。包括微课在内的新媒介只是为翻转课堂的实践提供了可能与便捷,但不能因为其优势而武断其决定性与颠覆性。我国的尝试教学、杜郎口教学模式与翻转课堂相比较,虽然媒介不同、流程有异,但理念、目的是一致的。翻转的关键不在于高科技媒介,而在于人的高层认知和高阶思维的形成;拥有了积极学习模式,没有微课等高科技媒介,也能实现课堂的翻转。

According to the research of the origin of flipped classroom, micro course is not the critical or sufficient condition for flipped classroom, neither the focal point of flipped classroom, so the application of micro course is not equivalent to the realization of flipped classroom, It＇s not supposed to judge that flipped classroom overthrows the traditional classroom because the new technological media including micro course is used to allow the classroom＇s flipping become possible and convenient. This study compareed with flipped classroom, trial instruction and dulangkou instruction, it found that their process and medium are different, their objectives are analogous with the same teaching philosophy. The point for ＂flip＂ is not on high-tech media, but on high-level cognition and high-level thinking. The conclusion came out that an instruction for active learning with appropriate media can flip the classroom without high-tech media such as micro course.