發(fā)布時(shí)間：2018-04-26 06:33

  本文選題：翻轉(zhuǎn)課堂 + 實(shí)踐調(diào)查　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：翻轉(zhuǎn)課堂教學(xué)模式打破了傳統(tǒng)教學(xué)中以教師講解為主要形式的教學(xué)模式,融合運(yùn)用“建構(gòu)主義學(xué)習(xí)理論”“掌握學(xué)習(xí)法”以及“混合式學(xué)習(xí)理論”等經(jīng)典學(xué)習(xí)理論,突出了“先學(xué)后教”的重要性,進(jìn)一步體現(xiàn)了學(xué)生在學(xué)習(xí)過(guò)程中的主體地位與主動(dòng)權(quán)。翻轉(zhuǎn)課堂教學(xué)模式能夠提高學(xué)生自主學(xué)習(xí)能力,提升學(xué)生發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的能力,受到越來(lái)越多學(xué)者的關(guān)注。近年來(lái),我國(guó)也有不少學(xué)校參與到翻轉(zhuǎn)課堂教學(xué)模式的實(shí)踐之中,并取得了一定成果。在教學(xué)實(shí)踐中,翻轉(zhuǎn)課堂教學(xué)模式優(yōu)勢(shì)明顯,但也存在不足。探究翻轉(zhuǎn)課堂教學(xué)理念與我國(guó)教育教學(xué)實(shí)際結(jié)合有效方式,構(gòu)建能夠解決我國(guó)教學(xué)改革需要的創(chuàng)新型教學(xué)模式,是翻轉(zhuǎn)課堂教學(xué)模式研究中值得關(guān)注的問(wèn)題。本研究主要運(yùn)用問(wèn)卷調(diào)查法、訪談?wù){(diào)查法對(duì)翻轉(zhuǎn)課堂教學(xué)模式在我國(guó)教學(xué)實(shí)踐中的運(yùn)用進(jìn)行了分析和研究。通過(guò)調(diào)查我國(guó)中小學(xué)師生對(duì)翻轉(zhuǎn)課堂的認(rèn)知與評(píng)價(jià),發(fā)現(xiàn)當(dāng)前我國(guó)教師翻轉(zhuǎn)課堂教學(xué)模式認(rèn)知度還有待提升。在我國(guó)的翻轉(zhuǎn)課堂教學(xué)實(shí)踐中,雖然暴露出一些翻轉(zhuǎn)課堂教學(xué)模式與我國(guó)教學(xué)實(shí)踐需求的矛盾與沖突,但與傳統(tǒng)教學(xué)模式比較優(yōu)勢(shì)明顯,師生接受度高,推廣翻轉(zhuǎn)課堂教學(xué)模式具有一定的可行性。針對(duì)調(diào)查研究中師生對(duì)翻轉(zhuǎn)課堂教學(xué)模式提出的改進(jìn)建議,本研究將“同伴學(xué)習(xí)理論”與翻轉(zhuǎn)課堂教學(xué)基本理念相結(jié)合,突出合作學(xué)習(xí)的重要性,構(gòu)建了適合初中語(yǔ)文學(xué)習(xí)的翻轉(zhuǎn)課堂教學(xué)優(yōu)化模式。這種優(yōu)化模式以教師、學(xué)生為學(xué)習(xí)活動(dòng)的雙主體,按照學(xué)習(xí)內(nèi)容的性質(zhì)將學(xué)習(xí)分為共學(xué)與自學(xué)兩種組織形式,組織學(xué)生通過(guò)課前、課堂和課后三個(gè)階段的學(xué)習(xí),實(shí)現(xiàn)能夠真正掌握運(yùn)用知識(shí)的目標(biāo)。優(yōu)化模式具有一定靈活性,不僅關(guān)注學(xué)生的獨(dú)立思考能力,同時(shí)注重對(duì)學(xué)生合作探究能力的培養(yǎng)。這種模式關(guān)注學(xué)生學(xué)習(xí)過(guò)程,與傳統(tǒng)教學(xué)模式相較,對(duì)提升學(xué)生的學(xué)習(xí)成績(jī)、轉(zhuǎn)變學(xué)生學(xué)習(xí)態(tài)度、提高學(xué)生合作探究學(xué)習(xí)能力有一定作用。翻轉(zhuǎn)課堂教學(xué)模式是現(xiàn)代科技與教育教學(xué)結(jié)合的產(chǎn)物,為課堂教學(xué)帶來(lái)新的改變,對(duì)學(xué)生綜合素質(zhì)發(fā)展有一定作用。作為一種新興模式,翻轉(zhuǎn)課堂教學(xué)模式有著不斷改進(jìn)的空間,可以與我國(guó)教學(xué)實(shí)踐相結(jié)合生成更契合我國(guó)實(shí)際需求的新型模式。學(xué)校與教師應(yīng)該以積極、開(kāi)放、學(xué)習(xí)的心態(tài)去迎接現(xiàn)代教育技術(shù)為我們提供的機(jī)遇與挑戰(zhàn),與學(xué)生一起成長(zhǎng)、共同進(jìn)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(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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