本文選題：小學數(shù)學 + 翻轉課堂��； 參考：《山東師范大學》2015年碩士論文

【摘要】：長久以來，我國的課堂教學一直被看作是教師引導學生掌握科學文化知識的過程,教師負責向學生灌輸知識，學生則負責把一系列的知識進行記憶和存儲。這樣的做法，使得課堂教學忽略了知識的探究、忽略了師生的交往，導致了教學效果事倍功半。而注重師生對話、激發(fā)學生興趣、提高教學效果卻是現(xiàn)代中小學課堂教學中鍥而不舍的追求。為實現(xiàn)這一追求，各界教育人士都在不斷的嘗試與摸索，力求一種新的教學模式，以實現(xiàn)課堂中的師生交往、合作探究以及提高教學效果。 翻轉課堂作為一種新的教學模式，自引入中國以來，憑借諸多優(yōu)勢受到了越來越多一線教師以及教育研究人員的推崇和探索，也使得課堂教學向著更加民主化、理性化的方向發(fā)展。但其作為一種新型模式，在實施過程中不免出現(xiàn)或多或少的偏差，比如教師對其理念的誤讀、操作過程中的微視頻創(chuàng)作等問題，還有待于進一步的研究和探索，以符合本土化的要求，服務中國的課堂教學。而本研究正是立足小學數(shù)學翻轉課堂，采用課例研究的研究方法，以六年級下冊數(shù)學廣角——《抽屜原理》為重點研究對象，試圖對翻轉課堂的本質、操作流程以及出現(xiàn)的問題展開研究。 本研究共分為四個部分。 第一部分為緒論，主要闡述了研究背景、研究思路與方法以及國內外對于翻轉課堂的研究現(xiàn)狀，最后確定了研究對象。 第二部分重點對翻轉課堂進行了全面解讀，涉及翻轉課堂的含義及特點、理論基礎以及操作流程等一系列問題。其中，翻轉課堂以布盧姆“掌握學習理論”為理論基礎，由課前知識傳授與課上知識內化兩個環(huán)節(jié)構成，具備視頻精選、以生為主、以問題為導向、尊重差異以及教學成效明顯等突出特征。 第三部分以具體課例——《抽屜原理》為重點研究對象，從微視頻質量與課堂教學兩個方面展開觀察。通過對其觀察研究，發(fā)現(xiàn)了以下幾點不足：微視頻內容冗雜，缺乏語言藝術；課堂提問語單調，缺乏藝術性和啟發(fā)性；課堂練習缺乏過渡性，難度跳躍性過大；學生對基礎知識缺乏一定的應用能力等。 第四部分是筆者在觀察研究課例的基礎上，總結出了翻轉課堂的優(yōu)勢與不足，并提出些許針對性的改進策略，如：精簡視頻內容，提高視頻的藝術性和互動性；教師更新教育理念，提高綜合素質；提高課堂提問的針對性；增強課堂練習的有效性，，加大與實際生活的聯(lián)系等，當然，這需要教師、學生以及教育相關部門共同努力，找到一條操作性強的翻轉課堂發(fā)展之路，促進課堂教學改革，提高教育質量。
[Abstract]:For a long time, classroom teaching in China has been regarded as the process of teachers guiding students to master scientific and cultural knowledge. Teachers are responsible for inculcating knowledge to students, while students are responsible for memorizing and storing a series of knowledge. In this way, the classroom teaching neglects the inquiry of knowledge, neglects the communication between teachers and students, and results in half the result of teaching. But paying attention to the dialogue between teachers and students, arousing students' interest and improving teaching effect are the persistent pursuit in classroom teaching of modern primary and middle schools. In order to realize this pursuit, educators from all walks of life are constantly trying and groping for a new teaching mode to realize the communication between teachers and students in the classroom, cooperation and inquiry, and to improve the teaching effect. As a new teaching mode, flipping classroom has been praised and explored by more and more front-line teachers and educational researchers since it was introduced into China, which also makes classroom teaching more democratic. A rational direction of development. However, as a new model, there are more or less deviations in the process of implementation, such as the misreading of its concept by teachers, the creation of micro-video in the process of operation, and so on, which need to be further studied and explored. In order to meet the requirements of localization, to serve the classroom teaching in China. And this research is based on the primary school mathematics flipping classroom, using the research method of the lesson example research, taking the sixth grade mathematics wide angle "drawer principle" as the research object, trying to turn over the essence of the classroom, The operation process and the problem that appear to be carried out to carry out the research. This study is divided into four parts. The first part is the introduction, mainly elaborated the research background, the research thought and the method as well as the domestic and foreign regarding the flipping classroom research present situation, finally determined the research object. The second part focuses on a comprehensive interpretation of the flipping classroom, involving the meaning and characteristics of the flipping classroom, theoretical basis and operation process and a series of issues. Among them, the flipping classroom is based on Bloom's "mastering Learning Theory", which consists of two links: knowledge imparting before class and internalization of knowledge in class. Respects the difference and the teaching effect obvious and so on prominent characteristic. The third part focuses on the specific lesson example, drawer principle, from two aspects of micro-video quality and classroom teaching. Through the observation and research, we find the following deficiencies: the content of micro-video is jumbled, lack of language art; the classroom questioning language is monotonous, lacking of artistry and inspiration, the classroom practice is short of transition, and the difficulty is too great to jump; Students lack the ability to apply basic knowledge. In the fourth part, the author summarizes the advantages and disadvantages of the flipping class on the basis of observing the research class cases, and puts forward some targeted improvement strategies, such as: streamlining the video content, improving the artistic and interactive nature of the video; Teachers should renew their educational concepts, improve their comprehensive quality, raise the pertinence of classroom questioning, enhance the effectiveness of classroom exercises and increase their connection with real life. Of course, this requires the joint efforts of teachers, students and relevant education departments. To find a feasible way to turn over classroom development, promote classroom teaching reform and improve the quality of education.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

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