促进师范生深度学习的翻转课堂实证探析

The Empirical Research on Flipped Classroom for Promoting Normal Students' Deep Learning

于伦敦召开的第13届学习科学国际会议呼吁学习科学的研究者重新审视"教师如何教,学生如何学"这一学习的本质问题。这也意味着,深度学习作为学习科学重要的分支,又一次成为研究热点。多项研究已表明,翻转课堂作为信息时代典型的"以学生为主体"的教学范式,与深度学习的主旨高度契合,能有效促进深度学习。本实证研究提出翻转课堂能有效促进师范生技能学习的假设,进行了包括"课前任务""课堂教学""课后作业"三个主要流程的教学设计,开展了"教学技能训练"课程6个主题的学习。研究结果表明,在技能学习为主的师范生课程中,使用翻转课堂教学模式时可应用多元化评价体系和先进技术,促进师生的互动,在理解、分析、应用层面提升师范生的深度学习水平。

The 13th International Conference on Learning Sciences,held in London,called on researchers in learning sciences to re-examine the essence of learning by making responses to "how teachers teach and how students learn".It also means that deep learning,as an important branch of learning sciences,has become a research hotspot once again.A number of studies have shown that flipped classroom,as a typical "student-centered" teaching model in the Information Age,is highly consistent with the theme of deep learning.This empirical research puts forward the hypothesis that flip classroom can effectively promote skill learning of Normal students.The "teaching skill training" course was designed from three main aspects,including "pre-class task","classroom teaching" and "homework",which involved the study of six subjects.The results show that diversified evaluation system and advanced technology are needed to promote the interaction between teachers and students,and to enhance the level of deep learning of normal students by knowledge understanding,analysis and application.