基于微课的翻转课堂在高职英语课堂中的探索研究

A Research on a Flipped Classroom Teaching Methodology Based on Miro-course in English Teaching of Higher Vocational Colleges

翻转课堂,它颠覆了传统的课堂教学模式,它不仅融入了传统的课堂教学模式,而且将现代媒体手段引入了课堂教学,使课堂教学更加灵活多样,更充分地利用课堂时间答题解惑,转变了以传授为主的课堂教学模式。微课,是利用现代教学媒体开展的视频教学,将其引入翻转课堂,改变传统的以传授为主的课堂教学模式。在课前,老师讲微课发给学生,学生通过自学以及小组合作的方式认真学习"微课"的教学内容,利用"微信"以及其他平台与老师和同学之间互动交流、答题解惑,解决一系列课前的学习任务。在课中,师生进行交流答疑,根据老师提出的探究问题,学生之间合作学习,共同探究,深度内化知识内容,最终进行成果展示,老师最后进行总结点评、反馈评价。在翻转课堂的教学过程中,学生通过课堂中的讨论、同伴间评价、分享交流、小组合作学习等学习活动,激发了他们对学习有了新的认识,启发了他们的思维。在自主学习和合作学习中学会了与人互相合作交流、解决问题以及跨文化交流等能力,让他们真正体会了学习的乐趣和意义。

A flipped classroom teaching methodology has a greater superiority than traditional classroom teaching methodolo- gies. It combines traditional direct teaching and blended teaching, which make full use of class time. The methodology based on micro-course transforms the traditional direct teaching mode. Before coming to the class, students watch preliminary miro - course and preview the lesson and complete a series of teaching tasks through the autonomous learning and group cooperative learning, using ＂＇WeChat＂ platform to interact with teachers and students to solve the puzzles. And inside the class students do exercises and engage in class activities. By carrying out this method in the teaching, the students can be more active in the classroom where they can be engaged in more classroom activities, discuss the concepts, investigate the question to the content and even display the learning outcome by groups in flexible method. The flipped classroom teaching methodology adopts a multi- variate evaluation methods combined with formative evaluation and summative evaluation, as well as relative evaluation and individual differences. The methodology strengthens the students＇ abilities in cooperating, problem - solving and intercultural communicating by autonomous learning and group cooperative learning, which makes them truly experience the fun and meaning of learning.