本文關(guān)鍵詞： 翻轉(zhuǎn)課堂 微信 教學(xué)模式　出處：《沈陽(yáng)師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來,越來越多的學(xué)者探索和反思運(yùn)用翻轉(zhuǎn)課堂的教學(xué)效果。翻轉(zhuǎn)課堂是適用于信息時(shí)代的教學(xué)實(shí)踐模式,顛覆了傳統(tǒng)的教學(xué)結(jié)構(gòu),充分發(fā)揮了學(xué)生的自主性,即學(xué)生先利用各類學(xué)習(xí)資源自主完成基礎(chǔ)知識(shí)的學(xué)習(xí),然后通過師生、生生協(xié)作實(shí)現(xiàn)知識(shí)鞏固與遷移。教師在翻轉(zhuǎn)課堂教學(xué)中起到指導(dǎo)作用,根據(jù)學(xué)生反映調(diào)整和實(shí)施教學(xué)活動(dòng),真正實(shí)現(xiàn)因材施教,幫助學(xué)生個(gè)別化學(xué)習(xí)。大學(xué)生從應(yīng)試教育的死記硬背直接跨越到高校自主地選擇性地學(xué)習(xí),但態(tài)度和意識(shí)還沒有完全轉(zhuǎn)變。大學(xué)生群體不應(yīng)完全依賴教師的教學(xué)安排,在知識(shí)學(xué)習(xí)與方法選擇上,大學(xué)生有更多的選擇權(quán)和主動(dòng)權(quán),如何充分發(fā)揮學(xué)習(xí)的主觀能動(dòng)性也是高校教育的重點(diǎn)。學(xué)者已經(jīng)對(duì)翻轉(zhuǎn)課堂教學(xué)模式進(jìn)行了深入探究,但隨著微信的普及,以及其點(diǎn)到點(diǎn)、點(diǎn)到面結(jié)合的傳播方式,精準(zhǔn)推送與按需搜索的獨(dú)特功能,微信公眾平臺(tái)的二次便捷開發(fā)等特點(diǎn)又掀起了新一輪的翻轉(zhuǎn)課堂研究浪潮。高校中現(xiàn)有的微信平臺(tái)與翻轉(zhuǎn)課堂結(jié)合的研究多集中在英語(yǔ)學(xué)科,微信僅擔(dān)任知識(shí)推送和師生交流的角色,對(duì)微信的支持教與學(xué)功能研究不足。本研究將著力探索高校教學(xué)中將微信平臺(tái)與翻轉(zhuǎn)課堂有效結(jié)合的模式。本研究參考已有的翻轉(zhuǎn)課堂教學(xué)模型,結(jié)合大學(xué)生的學(xué)習(xí)特點(diǎn),設(shè)計(jì)出基于微信平臺(tái)的高校翻轉(zhuǎn)課堂教學(xué)模式,同時(shí)以沈陽(yáng)師范大學(xué)教育技術(shù)學(xué)專業(yè)14至15級(jí)大一一班全體學(xué)生為研究對(duì)象,實(shí)施了兩輪的翻轉(zhuǎn)課堂教學(xué)實(shí)踐行動(dòng)研究。筆者通過微信后臺(tái)監(jiān)控?cái)?shù)據(jù)、課堂觀察、訪談等途徑掌握學(xué)生的課堂學(xué)習(xí)與自主學(xué)習(xí)情況,分析存在的問題,并依此調(diào)整和完善教學(xué)實(shí)踐活動(dòng)。在對(duì)比實(shí)驗(yàn)數(shù)據(jù)和了解學(xué)生總體使用效果后,分析該模式的應(yīng)用效果。實(shí)驗(yàn)結(jié)果驗(yàn)證了以微信平臺(tái)為支撐的翻轉(zhuǎn)課堂教學(xué)模式可行,證明了該模式有助于提高學(xué)生的自主學(xué)習(xí)能力和主動(dòng)參與度。由于微信學(xué)習(xí)平臺(tái)對(duì)記憶性和計(jì)算類知識(shí)學(xué)習(xí)幫助明顯,在今后的研究中可以把該模式推廣到其他理論性學(xué)科。
[Abstract]:In recent years, more and more scholars have explored and reflected on the teaching effect of flipping classroom, which is a teaching practice model suitable for the information age, which subverts the traditional teaching structure and gives full play to students' autonomy. That is, students first use all kinds of learning resources to complete the study of basic knowledge on their own, then through teachers and students, students cooperate to realize the consolidation and transfer of knowledge. Teachers play a guiding role in flipping classroom teaching. According to the students' reflection, they can adjust and carry out the teaching activities, realize the teaching according to their aptitude, and help the students to study individually. However, attitudes and consciousness have not completely changed. College students should not rely entirely on teachers' teaching arrangements. In knowledge learning and method selection, college students have more choice and initiative. How to give full play to the subjective initiative of learning is also the focus of higher education. Scholars have deeply explored the flipping classroom teaching model, but with the popularity of WeChat and its point-to-point, point-to-face communication, The unique function of accurate push and on-demand search, the second convenient development of WeChat public platform, and so on, set off a new wave of flipping classroom research. WeChat only plays the role of knowledge push and teacher-student communication. The research on the teaching and learning support function of WeChat is insufficient. This study will focus on exploring the effective combination of WeChat platform and flipping classroom in university teaching. This study refers to the existing flipping classroom teaching model and combines the learning characteristics of college students. The flipping classroom teaching model based on WeChat platform is designed. At the same time, all the freshmen of Grade 14 to Grade 15 of Education Technology of Shenyang normal University are taken as the research objects. The author has carried out two rounds of flipping classroom teaching practice research. The author grasped the situation of students' classroom learning and autonomous learning through the methods of monitoring data, classroom observation, interview and so on, and analyzed the existing problems. According to this, the author adjusts and consummates the teaching practice activity. After comparing the experimental data and understanding the students' overall application effect, the application effect of the model is analyzed. The experimental results verify the feasibility of the flipping classroom teaching model supported by WeChat platform. It is proved that this model is helpful to improve students' autonomous learning ability and active participation. Because the WeChat learning platform can help memory and computational knowledge learning obviously, the model can be extended to other theoretical subjects in the future research.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G642.4

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