【摘要】：近年來,翻轉(zhuǎn)課堂在我國快速發(fā)展,成為教育改革的一面旗幟。翻轉(zhuǎn)課堂給傳統(tǒng)的教學(xué)模式帶來了沖擊,使傳統(tǒng)課堂扼殺學(xué)生創(chuàng)造性和阻礙學(xué)生個性的發(fā)展的“頑疾”更為明顯,而翻轉(zhuǎn)課堂以學(xué)生為中心的自主學(xué)習(xí)、探討式的教學(xué)方式符合新課程改革“以學(xué)生為本”的核心宗旨,有利于激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性,有利于素質(zhì)教育的實現(xiàn)。近幾年海南在教育信息化改革方面取得很了很多突破性的進(jìn)展,省內(nèi)很多中學(xué)開始實施翻轉(zhuǎn)課堂教學(xué)改革,但是相關(guān)的調(diào)查研究不多。本研究采用問卷調(diào)查對海南省中學(xué)翻轉(zhuǎn)課堂的實施效果進(jìn)行調(diào)查分析,了解和掌握海南省中學(xué)階段翻轉(zhuǎn)課堂的整體運行情況。調(diào)查結(jié)果顯示海南省中學(xué)翻轉(zhuǎn)課堂的實施現(xiàn)狀各學(xué)校參差不齊,取得了一定成效,也存在很多問題。取得的成績包括:實施翻轉(zhuǎn)課堂后學(xué)生自主學(xué)習(xí)能力、表達(dá)交流能力、信息技術(shù)能力、匯報展示能力和創(chuàng)新能力明顯提升,學(xué)生興趣有所提高,師生關(guān)系更加密切,教師的學(xué)科素養(yǎng)、信息技術(shù)能力有顯著提升。整體來說翻轉(zhuǎn)課堂的實施沒有脫離應(yīng)試教育的范疇,除此之外存在的主要問題包括:學(xué)生學(xué)業(yè)成績變化不大,學(xué)生對當(dāng)前翻轉(zhuǎn)課堂的實施模式滿意度不高,教師實施翻轉(zhuǎn)課堂的能力欠缺、學(xué)校管理培訓(xùn)不到位、大多數(shù)教師學(xué)生的積極性不高、學(xué)校實施設(shè)備不完善等。翻轉(zhuǎn)課堂存在問題的主要原因包括:教師缺乏微課開發(fā)與翻轉(zhuǎn)教學(xué)方面的素養(yǎng),學(xué)生提不出值得討論的問題,參與課堂討論不夠,一些學(xué)校培訓(xùn)管理考核相關(guān)制度不夠完善,以及應(yīng)試教育壓力等。作者從教育管理高層,教育實施中層,翻轉(zhuǎn)課堂實施個體三個層面提出改進(jìn)意建議。具體涉及到政府應(yīng)該提高信息化水平,完善學(xué)習(xí)管理平臺;學(xué)校需要建立教師培訓(xùn)和激勵機制,教師必須提升自身專業(yè)技能和課堂管理能力;學(xué)生要主動適應(yīng)學(xué)校課程改革等。本論文通過理論與實踐相結(jié)合的方法對海南翻轉(zhuǎn)課堂存在的問題進(jìn)行系統(tǒng)分析,為教育管理人員和教師在工作中不斷完善翻轉(zhuǎn)課堂教學(xué)提供參考。
[Abstract]:In recent years, flipped classroom has developed rapidly in our country and become a banner of educational reform. The flip classroom has brought the impact to the traditional teaching mode, which makes the "stubborn disease" which stifles students' creativity and hinders the development of students' personality more obvious, and turns the classroom into student-centered autonomous learning. The exploratory teaching method accords with the core aim of the new curriculum reform "student-oriented", which is helpful to stimulate the students' interest and enthusiasm in learning, and to realize the quality-oriented education. In recent years Hainan has made a lot of breakthrough progress in the reform of educational informatization. Many middle schools in the province began to implement the reform of flipping classroom teaching but the relevant investigation and research is not much. This study investigated and analyzed the effect of flipping classroom in middle school in Hainan province by questionnaire, and understood and grasped the whole operation of flipping classroom in middle school in Hainan province. The results show that the current situation of the implementation of flipping classroom in Hainan middle schools is uneven, and some achievements have been made, and there are also many problems. The achievements include: the students' autonomous learning ability, communication ability, information technology ability, the ability to report and display, the ability to innovate, the interest of students and the relationship between teachers and students are improved after the implementation of flipping class. Teacher's discipline accomplishment, information technology ability has the remarkable enhancement. On the whole, the implementation of flipping classroom is not out of the scope of exam-oriented education. In addition, the main problems include: the students' academic achievement does not change much, and the students' satisfaction with the implementation mode of the flipping classroom is not high. The ability of the teachers to implement the flipping classroom is not enough, the school management training is not in place, the enthusiasm of most teachers and students is not high, the school implementation equipment is not perfect and so on. The main reasons for the problems in flipping classroom include: teachers lack of literacy in microcourse development and flipping teaching, students can not put forward problems worth discussing, they are not enough to participate in classroom discussion, and some school training management and assessment systems are not perfect enough. And examination-oriented education pressure and so on. The author puts forward some suggestions for improvement from three aspects of educational management, educational implementation, and flipping classroom implementation. Specifically, the government should improve the level of information, improve the learning management platform; schools need to establish teacher training and incentive mechanism, teachers must improve their own professional skills and classroom management ability; students should actively adapt to the school curriculum reform. This paper makes a systematic analysis of the problems existing in the flipping classroom in Hainan by combining theory with practice, and provides a reference for the education administrators and teachers to improve the flipping classroom teaching in the course of their work.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G632.4

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