發(fā)布時間：2018-04-26 06:33

  本文選題：翻轉課堂 + 實踐調查��； 參考：《寧波大學》2017年碩士論文

【摘要】：翻轉課堂教學模式打破了傳統(tǒng)教學中以教師講解為主要形式的教學模式,融合運用“建構主義學習理論”“掌握學習法”以及“混合式學習理論”等經(jīng)典學習理論,突出了“先學后教”的重要性,進一步體現(xiàn)了學生在學習過程中的主體地位與主動權。翻轉課堂教學模式能夠提高學生自主學習能力,提升學生發(fā)現(xiàn)問題、解決問題的能力,受到越來越多學者的關注。近年來,我國也有不少學校參與到翻轉課堂教學模式的實踐之中,并取得了一定成果。在教學實踐中,翻轉課堂教學模式優(yōu)勢明顯,但也存在不足。探究翻轉課堂教學理念與我國教育教學實際結合有效方式,構建能夠解決我國教學改革需要的創(chuàng)新型教學模式,是翻轉課堂教學模式研究中值得關注的問題。本研究主要運用問卷調查法、訪談調查法對翻轉課堂教學模式在我國教學實踐中的運用進行了分析和研究。通過調查我國中小學師生對翻轉課堂的認知與評價,發(fā)現(xiàn)當前我國教師翻轉課堂教學模式認知度還有待提升。在我國的翻轉課堂教學實踐中,雖然暴露出一些翻轉課堂教學模式與我國教學實踐需求的矛盾與沖突,但與傳統(tǒng)教學模式比較優(yōu)勢明顯,師生接受度高,推廣翻轉課堂教學模式具有一定的可行性。針對調查研究中師生對翻轉課堂教學模式提出的改進建議,本研究將“同伴學習理論”與翻轉課堂教學基本理念相結合,突出合作學習的重要性,構建了適合初中語文學習的翻轉課堂教學優(yōu)化模式。這種優(yōu)化模式以教師、學生為學習活動的雙主體,按照學習內容的性質將學習分為共學與自學兩種組織形式,組織學生通過課前、課堂和課后三個階段的學習,實現(xiàn)能夠真正掌握運用知識的目標。優(yōu)化模式具有一定靈活性,不僅關注學生的獨立思考能力,同時注重對學生合作探究能力的培養(yǎng)。這種模式關注學生學習過程,與傳統(tǒng)教學模式相較,對提升學生的學習成績、轉變學生學習態(tài)度、提高學生合作探究學習能力有一定作用。翻轉課堂教學模式是現(xiàn)代科技與教育教學結合的產(chǎn)物,為課堂教學帶來新的改變,對學生綜合素質發(fā)展有一定作用。作為一種新興模式,翻轉課堂教學模式有著不斷改進的空間,可以與我國教學實踐相結合生成更契合我國實際需求的新型模式。學校與教師應該以積極、開放、學習的心態(tài)去迎接現(xiàn)代教育技術為我們提供的機遇與挑戰(zhàn),與學生一起成長、共同進步。
[Abstract]:The flipping classroom teaching mode breaks the traditional teaching mode in which teachers explain it as the main form, and combines the classical learning theories such as "constructivism learning theory", "mastering learning method" and "hybrid learning theory". It highlights the importance of "learning first before teaching", and further reflects the students' main position and initiative in the process of learning. Flipping classroom teaching mode can improve students' autonomous learning ability, improve students' ability to find problems and solve problems, which has attracted more and more scholars' attention. In recent years, many schools in our country have participated in the practice of flipping classroom teaching mode, and have made some achievements. In teaching practice, flipping classroom teaching mode has obvious advantages, but it also has shortcomings. It is an important problem in the research of flipping classroom teaching mode to explore the effective way of combining the idea of flipping classroom teaching with the reality of education and teaching in our country and to construct an innovative teaching mode which can solve the need of teaching reform in our country. This research mainly uses the questionnaire method and the interview investigation method to analyze and research the application of the flipping classroom teaching mode in the teaching practice of our country. By investigating the cognition and evaluation of flipping classroom in primary and middle schools in China, it is found that the recognition of the flipping classroom teaching mode in our country still needs to be improved. In the practice of flipping classroom teaching in our country, although some contradictions and conflicts between the flipping classroom teaching mode and the demand of teaching practice in our country are exposed, it has obvious advantages compared with the traditional teaching mode, and the acceptance of teachers and students is high. It is feasible to popularize the flipping classroom teaching mode. In view of the suggestions made by teachers and students to improve the teaching mode of flipping classroom, this study combines the theory of peer learning with the basic idea of flipping classroom teaching, and emphasizes the importance of cooperative learning. The optimization mode of flipping classroom teaching suitable for junior middle school Chinese learning is constructed. This optimization model takes teachers and students as the dual subjects of learning activities, divides learning into two organizational forms of co-learning and self-study according to the nature of the learning content, and organizes students to study before, in class and after class. To achieve the goal of being able to truly master and apply knowledge. The optimization model has some flexibility, not only paying attention to the students' independent thinking ability, but also to the cultivation of the students' cooperative inquiry ability. Compared with the traditional teaching model, this model pays close attention to the students' learning process, and plays a certain role in improving the students' learning achievement, changing their learning attitude and improving their ability of cooperative inquiry learning. The flipping classroom teaching model is the result of the combination of modern science and technology and education and teaching, which brings new changes to classroom teaching and plays a certain role in the development of students' comprehensive quality. As a new model, the flipping classroom teaching model has a space for continuous improvement, which can be combined with our teaching practice to create a new model that is more in line with the actual needs of our country. Schools and teachers should take a positive, open and learning mentality to meet the opportunities and challenges provided by modern educational technology, and grow and progress together with students.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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本文編號：1804919