本文選題：翻轉課堂　切入點：微課　出處：《課程.教材.教法》2017年06期 　論文類型：期刊論文

【摘要】：從翻轉課堂的起源及對其的理解來看,微課并非是翻轉課堂的充要條件,也不是翻轉課堂的重點,應用了微課并不等同于翻轉課堂的有效實施。包括微課在內的新媒介只是為翻轉課堂的實踐提供了可能與便捷,但不能因為其優(yōu)勢而武斷其決定性與顛覆性。我國的嘗試教學、杜郎口教學模式與翻轉課堂相比較,雖然媒介不同、流程有異,但理念、目的是一致的。翻轉的關鍵不在于高科技媒介,而在于人的高層認知和高階思維的形成;擁有了積極學習模式,沒有微課等高科技媒介,也能實現課堂的翻轉。
[Abstract]:From the origin and understanding of flipping classroom, micro-class is not the necessary and sufficient condition of flipping classroom, nor is it the focal point of flipping classroom. The application of micro-lessons is not equivalent to the effective implementation of the flipping classroom. The new media, including micro-lessons, only provide the possibility and convenience for the practice of the flipping classroom, but we cannot arbitrarily judge its decisive and subversive nature because of its advantages. Compared with the reverse classroom, Durangkou teaching mode has different media and different flow, but the idea and purpose are the same. The key of turnover lies not in high-tech media, but in the formation of people's high-level cognition and higher-order thinking. With a positive learning model, there is no high-tech media such as micro-class, can also achieve classroom turnover.
【作者單位】： 天津師范大學教育科學學院;
【基金】：天津市哲學社會科學規(guī)劃課題“翻轉課堂的實施現狀及有效實施策略研究”(TJJX15026) 廣東省高等學�！扒О偈瞬排囵B(yǎng)工程”(828310)
【分類號】：G434
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本文編號：1627616