美国杜克大学生物统计课程中翻转课堂结合小组学习的教学分析及借鉴

Reference significance of the teaching model of flipped classroom combined with group learning in the course of biostatistics in Duke University

通过对美国杜克大学生物统计课程中翻转课堂结合小组学习的教学分析,总结该类教学的实践经验,并就该类教学在国内高校的应用展开探讨。研究显示,该类教学通过在翻转课堂中引入小组学习活动,建立了持续性的同伴互助机制;并遵循知识内化由浅及深过程,依次设计个人阅读测试、小组阅读测试、微讲解以及应用活动环节,着重加强学生对知识重难点的理解和实际应用能力;同时,建立公开透明的个人和课程评估与反馈机制,及时发现并解决课程中的问题。该类教学为中国高校在大班化教学中应用翻转课堂,提供了良好的参照模板。

This article summarizes the experience in the teaching model of flipped classroom combined with group learning in the course of biostatistics in Duke University and discusses the application of this teaching model in universities and colleges in China. The study results show that this teaching model introduces group learning in flipped classroom to develop continuous peer-assisted learning. Meanwhile, this teaching model follows the process of knowledge internalization and designs four successive steps of individual readiness assessment, team readiness assessment, mini-lectures, and application activity, in order to strengthen the understanding and practical application of key points. This teaching model also establishes a transparent mechanism for individual and curriculum evaluation and feedback collection to find and solve the issues in this course. These teaching experiences provide a good reference for the application of flipped classroom in large-class teaching in China.