基于双编码的翻转课堂与普通课堂教学语言比较研究

A Comparative Study of Teaching Language of Flipped Classroom and Regular Classroom Based on Dual Coding

文章借助弗兰德斯互动分析系统和基于数学学科的弗兰德斯互动分析系统作为研究工具,对翻转课堂和普通课堂两类全国性的公开课进行编码分析。编码主要考察了课堂教学语言对课堂教学结构、教师风格倾向、课堂情感气氛、提问创新程度、教学稳定性等的影响。同时,文章对数学学科特征下的课堂教学语言作了统计分析,并结合熵投影跟踪模型对课堂教学给出总括性的评价。研究发现,与普通课堂相比,翻转课堂更符合"对话式"教学特征,更加注重学生数学思维的培养,为课堂教学由"传递中心"向"对话中心"转型提供了实证依据;此外,翻转课堂具有更加优良的课堂话语结构,以使学生的视角和立场与教学内容联结更加紧密;最后,研究总体上为翻转课堂更符合深度学习的理念提供了证据,为课堂教学的转型提供参考。

In virture of the Flanders Interactive Analysis System(FIAS)and the Flanders Interactive Analysis System(MFIAS)based on mathematics,this article conducted a code analysis on two national open classes(flip classroom and traditional classroom).The code mainly explored the effects of classroom teaching language on classroom teaching structure,teachers’style tendency,classroom emotion atmosphere,question innovation,teaching stability and so on.Meanwhile,the classroom teaching language under the mathematics subject characteristics was statistically analyzed,and further a general evaluation of the classroom teaching was proposed in combination with the Projection Pursuit Evaluation Model(PPE).Results indicated that compared with traditional classrooms,flip classrooms were more aligned with the teaching characteristics of“dialogue”way,paid more attention to the cultivation of students’mathematical thinking,thus providing empirical evidence for the shift of classroom teaching from“delivery center”to“dialogue center”.In addition,flipped classrooms had better classroom discourse structure,which provided closer connection between students’perspectives and teaching content.In conclusion,the research of this article provided basis for the idea of flipped classrooms more conforming to deep learning and reference for the transformation of classroom teaching.