發(fā)布時間：2018-04-18 16:34

  本文選題：翻轉(zhuǎn)課堂 + 顛倒課堂　； 參考：《中國遠程教育》2017年08期

【摘要】：過去20年,一些高等教育教師(在教學中)加大技術(shù)運用力度,以增進學生的理解,摒棄傳統(tǒng)講授式(教學)方法。新近出現(xiàn)的一種策略是采用翻轉(zhuǎn)課堂方法,讓學生在課外借助技術(shù)手段觀看教學視頻和獲取其他教學資源,從而將課堂時間用于主動學習。但是,目前我們?nèi)狈�基于實證、適合高等教育本科層次學生的翻轉(zhuǎn)課堂框架。本研究旨在填補學術(shù)文獻的這一空白,構(gòu)建一個翻轉(zhuǎn)課堂框架。此外,本研究是一個開端,學者們隨后可以以此為基礎(chǔ)進一步檢驗翻轉(zhuǎn)課堂應用于高等教育的有效性,一線教師則可以探尋適合自己課堂的翻轉(zhuǎn)課堂框架。
[Abstract]:In the past 20 years, some teachers of higher education have stepped up the use of technology in order to improve students' understanding and abandon traditional teaching methods.A new strategy is to use the flipping classroom method, which allows students to watch teaching videos and other teaching resources with the help of technical means after class, so as to devote classroom time to active learning.However, there is a lack of empirical overturned classroom framework for undergraduate students in higher education.The purpose of this study is to fill this gap in academic literature and to construct a flipped classroom framework.In addition, this study is a beginning, on which scholars can further test the effectiveness of flipping classroom application in higher education, and first-line teachers can explore a framework suitable for their own classroom flipping classroom.
【作者單位】： 美國弗吉尼亞州歐道明大學達登教育學院;歐道明大學達登教育學院;汕頭廣播電視大學;
【分類號】：G434;G642
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本文編號：1769172