高校微课“翻转课堂”钢琴教学模式分析

微课是以视频为主要载体而展开的一项有别于传统教学模式的现代化教学手段,是顺应大数据时代而产生的一种新型教学模式,同时也是一种全新的学习方法,它打开了一个全新的教育微时代,创建了一个师生良性互动,身临其境的教学环境,并且还高度符合当下大学生的思维习惯与学习方式,具有针对性强,目标明确,时间灵活等特点,可以有效提高教学有效性,并能够深层次的激发学生的自主学习兴趣。基于微课“翻转课堂”的重要作用,本文将对高校微课“翻转课堂”钢琴教学模式进行深入分析,希望可以真正发挥出微课价值,进一步提高高校大学生的钢琴职业素养。

基于微课的“翻转课堂”在大学英语口语教学中的应用分析

传统的大学英语口语教学模式无法有效激发学生的自主化、个性化学习,随着现代信息技术和信息化教学改革的不断深入,基于微课的"翻转课堂"被引入到了大学口语教学中,他以其特有的优势为口语教学注入了新的活力。本文通过对微课与翻转课堂的特点进行分析,结合当前我国大学口语教学现状,阐述了如何将基于微课的"翻转课堂"应用于大学英语口语教学,以期为该种新教学模式的推广提供借鉴。

“翻转”式微课在医学生物化学课堂教学中的设计应用

探讨“翻转”式微课在医学生物化学课堂教学中的设计应用效果。方法:将2019年护理专业100名学生作为对照组,实施常规面授教学,另选取同年级同专业学生100名作为研究组,加用"翻转"式微课教学,根据两组学生学习成绩来评价不同教学方法的教学效果。结果:研究组学生单元测试成绩、课堂表现 成绩、课程总成绩均高于对照组(P<0.05)。结论:医学生物化学课程应用“翻转”式微课教学方法教学,能够提高学生学习积极性,促使其主动学习,综合能力得到提升的同时,教学效果理想,该教学方式在医学生物化学课程教学中应广泛推广。

基于LearnSite平台的小学信息技术课内“翻转课堂”教学模式的实践——以四年级《图像的旋转与翻转》一课为例

在日新月异的当今,科技飞速发展,人工智能的兴起。信息技术已广泛应用于日常生活的方方面面,学生获取知识的途径及其视野发生了巨大变化。学生要在信息社会挑战,就必须要有一定的信息素养与信息技术能力,这是学生支撑其他学科学习的基础,是学生转变学习方式的基础,也是在为终身发展打基础。要培养学生这个信息能力,课堂上采用课内“翻转课堂”教学模式,这对学生的自主学习能力以及合作探究能力的培养与提高具有积极的影响作用,因此在小学信息技术课堂中采用“课内翻转课堂”意义重大。

基于创新教育下的中学数学课堂教学模式

创新教育，创新的是教育思想和教育方法。我国中学数学是高中数学的基础，学生在学习的过程之中，由于教学逻辑想比较强，并且比语文和英语等学科更显枯燥，导致学生注意力不集中，课堂利用率不高。因此，创新数学课堂的教学模式，首先要以学生的为教学主体，引起学生的兴趣，学生主动学习和探究相关的数学知识。完美的利用“翻转课堂”，引导学生主动研究。其次，则是利用微课，让学生在视频中进行学习，最后，则是加强数学课堂的讨论性和互动性。

改变西南大学三亚中学目前教学现状之我见

我在西南大学三亚中学高一(五)班,献“翻转课”后的思考。来到西南大学三亚中学支教快一年了,去年下半年,在这所学校,听数学、物理、生物、化学课,共36节。深刻感知老师们上课不仅全部“满堂灌”,而且讲得是书本上最浅显的知识。他们认为这儿的学生差,就讲简单些,甚至没有拓展。

基于微课的“翻转课堂”模式在妇产科实习教学的探索与实践

分析在妇产科实习教学中开展基于微课的“翻转课堂”模式的临床效果。方法:时间2019.01-2019.12,将随机抽取100例在我院妇产科进行实习的学生纳入本研究,对其开展分组探究,采用随机法将其分成2组,实验组、对照组,各50例,对照组开展传统教学模式,对照组开展基于微课的“翻转课堂”教学模式,总结两组实习生教学效果。结果:两组实习医生临床技能操作考试成绩对比有显著差异,实验组实习医生临床技能操作考试成绩较高(P<0.05)有统计学意义。两组实习医生专业理论知识考试成绩评分对比无显著差异,P>0.05无统计学意义。实验组教学质量评价问卷调查表教师用表及学生用表分数明显高于对照组,(P<0.05)有统计学意义。结论:在妇产科实习教学中,开展基于微课的“翻转课堂”模式,可有效提高实习医生学习效率,进而提高教学质量。

Research on the Flip the Classroom Teaching Mode for Innovation Entrepreneurship Classes under the MOOCs Background

In this paper, we conduct research on the flip the classroom teaching mode for the modem innovation entrepreneurship classes under the MOOCs background. Job creation and encourage the entrepreneurship to create more employment opportunities will be a long-term policy, which puts forward higher requirements on entrepreneurship education in colleges and universities, we need for the current problem restricting the development of entrepreneurship education in colleges and the universities well as in-depth research. In view of the special practical entrepreneurship education, many universities invite entrepreneurial experience for the entrepreneurship lectures, entrepreneurial guidance. It should be worth promoting, but we also want to see, entrepreneurial faculty have their weakness. Under this background, we combine the MOOCs and flip the classroom teaching mode to form the novel education paradigm which holds special meaning.

The Process of Personalized Learning Based on Flipped Classroom

The new teaching mode of flipped classroom plays an important role in college English teaching reform in China. Personalized learning can be realized by flipped classroom. Firstly, selection and production of the teaching content before class is very important. Secondly, the organization of teaching activities in class should be well prepared. At last, the realization of combining personalized evaluation and integrity evaluation system is a vital issue for teachers to consider.

SWOT Analysis on Flipped Classroom Based on Chinese Setting

The flipped classroom as a new teaching mode has provided a new thought for the development of teaching and learning. This paper first introduces the concept and features of flipped classrooms, and then compares some typical cases of flipped classrooms at home and abroad. Based on this, this paper introduces the business analysis method --SWOT analysis, to analyzes the strengths and weaknesses as well as the opportunities and threats of flipped classroom application in China. In addition, enlightenment on the application of flipped classroom in theory and teaching practice are provided in the final part of the paper.

Minimizing Distance Using Just-in-Time Teaching and Flipped Classroom

JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods also help minimize the dependency on face-to-face lecture and make the class time more creative and effective. This study is the very first attempt of implementing these strategies in Bangladesh. It explores the prospect of JiTT and flipped classroom at tertiary level in Bangladesh. In the first part of this paper, recent studies on JiTT and flipped classroom are discussed to shed light on their effectiveness and problems. The latter part explains the data and research findings. Before collecting the data, JiTT and flipped classroom were used with 33 students of undergraduate level who were students of＂ELT Methodology＂ course. After the implementation of the methods, a questionnaire survey was conducted to collect data regarding their response to these two methods. The study reveals that JiTT and flipped classroom help cover more topics in a short time while enhancing students＇ interaction and participation. They make students come to the class prepared and reflect on their learning. Teachers can understand students need better and provide required feedback. The overall interaction among students and teachers can be improved using JiTT and flipped classroom since everyone is clear about each other＇s existing knowledge and learning objectives.

The role repositioning of teacher and student in the process of knowledge internalization under flipped classroom

Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.

The Practice of ＂Flipped classroom＂ in the Reading and Writing Course of College English

The reform of college English should focus on the ways to improve the practicing ability. This ability should be based on the improvement of students, which is the fundamental aim of reform on the college English. In order to cope with this problem, ＂flipped classroom＂has many advantages. By Giving definitions to the ＂flipped classroom＂, this dissertation analyzed the differences between the regular class and the ＂flipped classroom＂ and carried out a new way to improve the reading and writing course： we can take advantage of multimedia and new internet technology.

The advantages of apply flipped classroom teaching in high school Chemistry Teaching

Flipped classroom teaching is a new teaching mode introduced from the United States. The reason why it is defined so is because of it overturn the traditional teaching procedure ＂classroom information impartation - knowledge internalization after class,＂ and at the same time, it also transforms every elements of teaching. For chemistry, which is a very practical course, the introduction of the new teaching mode is an opportunity and also a challenge for us, we need to study carefully and keep trying.

Effectiveness Analysis of Flipped Classroom on Business English Teaching under Multimedia Network Environment

In the era of rapid technological development, business English teaching methods are in the development and changes and multimedia network technology gradually appeared. It has brought great convenience to business English teaching.This paper starts from the feasibility and necessity of multimedia network teaching in Business English to discuss the advantages of multimedia network Teaching Business English. Finally, it is to put forward multimedia network teaching mode, to provide practical recommendations for the majority of business English teacher during the multimedia network teaching.

The Design and Application of the Flipped Classroom Model in English Viewing, Listening and Speaking

In this paper, we put forward a new teaching model of flipped classroom applied to English Viewing, Listening and Speaking with the combination of features of this course and college students＇ learning characteristics. Based on the proposed model, we set up and implement the instructional plans. In the teaching practice, we verify and analyze the effect of this teaching model. The practice has proved that the teaching model based on flipped classroom has a positive effect to improve students＇ capability of listening and speaking and their initiative in learning.

Motivation in a Flipped Classroom, a Case Study of Teaching Oral English in a Vocational College in China's Mainland

This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.

The Flip Mode of Preliminary Mooc Based College English Classroom

This study was based on self-report of a MOOC school-based college English classroom teaching practice flip. Firstly, it is based on the analysis of the typical characteristics of MOOC leveraging MOOC college English courses on the basis of the next report on the concrete practice of school-based college English MOOC construction and flipped classroom teaching. Quantitative and qualitative data on learner feedback in the survey analysis shows that based MOOC flip mode is suitable for classroom teaching college English teaching, MOOC and flipped classroom have been highly recognized by students, which gives full play to both collaborative IT and foreign language teaching the depth of integration of blended learning potential.

The use of Flipped classroom in adult English education

flipped classroom as a new form of teaching, has became popular worldwide. ＂Flipped classroom＂ , from Salman Khan, is an occasional teaching method, after Khan and others＇ promotion and testing for the significance of today＇ s flipped classroom. Compared with the traditional teaching, it has broken through the traditional classroom limitation, reconstruction teaching structure reflects the advantages of the new teaching ideas. While flipping the classroom includes the implementation of pre-class design, well-made video and other aspects, but the most critical elements of it are still teachers. Teachers should establish a new teaching philosophy, and constantly improve the ability to implement flipped classroom, put emphasis on students＇ learning skills. On this basis, the article also rose that in flipped classroom teachers should pay attention to the role of teachers, they need information technology support, cause changes in teaching evaluation and promote the integration of high-quality teaching resources sharing and other aspects. The adult of non-English majors generally have poor English skills, but because of different age, memory, social experience, taking what teaching methods, and doing what teaching activities to achieve the teaching content and the expected effects of prescribed syllabus is an important issue in front of us, the author in view of the current situation, uses the existing conditions, and takes the teaching methods to help adult students improve their English communication skills, to meet the needs of the 21st century.

试析推进课例研究的几种路径和策略

区域推进课例研究,扩大区域优质教育资源总量,可以推动区域教育公平迈向新高度,意义重大。开发课例研究不同变式,适应教学示范和教师培训的不同需求;研制学科教学知识课例主题群、案例库,建构教师专业知识核心层;推进"翻转课堂"和"微课"试验,创新课例研究新型载体。