基于扎根理论的“测评式”翻转课堂教学模式构建

Construction of “Assessment-based” Flipping Classroom Teaching Model Based on Grounded Theory

目前,国内翻转课堂教学改革与研究,在概念性界定、教学案例设计、具体应用、个性化学习等方面,积累了大量宝贵成果,在广度和深度上都有很大提升。但是,国内对翻转课堂理论研究居多,实证研究偏少,融合研究相对缺乏。如何在实践基础上,探索具有普适性且具现实依据的翻转课堂教学范式,对完善和丰富国内翻转课堂教学研究,推动我国教育信息化的发展,促进教学方式和学习方式的变革,具有现实意义。采用扎根理论范式的质性分析方法,以宁波财经学院"测评式"翻转课堂教学设计文本为研究对象,归纳提取出课前自主学习、课中深度学习、课后拓展学习和学习评价等四个核心范畴,并在教学模式构建与释义基础上就研究启示进行讨论,以期丰富国内翻转课堂教学模式研究,为一线教师提供具有较强可操作性的实践范式。

At present,the domestic flip classroom teaching reform and research,in the conceptual definition,teaching case design, specific application, personalized learning and other aspects,has accumulated a lot of valuable results,in the breadth and depth have been greatly improved. However,most of the domestic theoretical studies on flipped classroom are based on empirical research, and there is a relative lack of integration research.How to explore the universal and realistic teaching paradigm of flipped classroom on the basis of practice is of practical significance for improving and enriching the domestic flipped classroom teaching research, promoting the development of educational informatization in China, and promoting the reform of teaching and learning methods. Based on the qualitative analysis method of grounded theoretical paradigm and taking the text of “evaluation-based” flipped classroom teaching design of Ningbo University of Finance and Economics as the research object, this paper summarizes and extracts four core categories of self-learning before class, deep learning in class, extended learning after classand learning evaluation. Based on the construction and interpretation of teaching mode, this paper discusses the Enlightenment of research. In order to enrich the domestic flip classroom teaching mode research and provide a practical paradigm with strong operability for front-line teachers.