本文關(guān)鍵詞：高校翻轉(zhuǎn)課堂:現(xiàn)狀、成效與挑戰(zhàn)——基于實(shí)踐一線教師的調(diào)查　出處：《開放教育研究》2015年05期 　論文類型：期刊論文

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【摘要】：隨著信息時(shí)代的到來,知識更新?lián)Q代速度加快,如何培養(yǎng)學(xué)生自主學(xué)習(xí)能力以應(yīng)對復(fù)雜的問題情境成為學(xué)校面臨的挑戰(zhàn)。翻轉(zhuǎn)課堂的教學(xué)模式因?yàn)槟転閷W(xué)生提供更多主動參與學(xué)習(xí)的機(jī)會,受到了教師的關(guān)注。2013年以來慕課的流行更是掀起了高校建設(shè)開放教學(xué)資源的熱潮,為實(shí)施翻轉(zhuǎn)課堂提供了契機(jī)。國內(nèi)一批高校教師開始利用翻轉(zhuǎn)課堂的教學(xué)模式改進(jìn)教學(xué)。為描述這部分教師實(shí)施翻轉(zhuǎn)課堂的現(xiàn)狀,研究人員于2015年1月借中國大學(xué)慕課平臺上開設(shè)的"翻轉(zhuǎn)課堂教學(xué)法"慕課,開展了高校教師實(shí)施翻轉(zhuǎn)課堂現(xiàn)狀的問卷調(diào)查,共收回問卷995份,其中165位已開展翻轉(zhuǎn)課堂實(shí)踐半年以上的教師,作為本次調(diào)查的分析對象。調(diào)查從參與實(shí)踐的教師的基本特征、實(shí)施行為與效果自評三個(gè)方面入手,關(guān)注從教時(shí)間與學(xué)科領(lǐng)域等職業(yè)特征對采納翻轉(zhuǎn)課堂教學(xué)法的影響,包括教師實(shí)施翻轉(zhuǎn)課堂的動機(jī)與行為,對實(shí)施效果的自我評價(jià)以及在實(shí)施過程中遇到的困難與挑戰(zhàn)。調(diào)查顯示,翻轉(zhuǎn)課堂目前處于初步發(fā)展階段。學(xué)生個(gè)性化需求的滿足與自主學(xué)習(xí)能力的培養(yǎng)得到了越來越多教師的重視,成為教師改進(jìn)教學(xué)方式的重要?jiǎng)訖C(jī)。同時(shí),翻轉(zhuǎn)課堂教學(xué)模式作為激發(fā)學(xué)生學(xué)習(xí)動機(jī)、提升學(xué)習(xí)體驗(yàn)的有效方式得到了教師的肯定。此外,調(diào)查發(fā)現(xiàn),翻轉(zhuǎn)課堂先期實(shí)踐伴隨著明顯的技術(shù)特征,受到新的技術(shù)與資源的推動。大多數(shù)參與調(diào)查的教師已經(jīng)從資源的接受者過渡到資源的制作者,開始有意識地利用信息手段滿足自己的教學(xué)需要。這意味著學(xué)校作為翻轉(zhuǎn)課堂的重要推力,將會發(fā)揮越來越重要的作用。調(diào)查同時(shí)也發(fā)現(xiàn),翻轉(zhuǎn)課堂所需投入的時(shí)間與精力,以及技術(shù)方面支持是教師面臨的重要挑戰(zhàn)。
[Abstract]:With the coming of information era, the speed of knowledge upgrading is accelerating. How to cultivate students' autonomous learning ability to cope with complex problem situations has become a challenge for schools. The teaching mode in the flipped classroom has been paid more attention by teachers because it can provide students with more opportunities to participate in the study. Since 2013, the popularity of mousse has set off an upsurge in the construction of open teaching resources in Colleges and universities, providing an opportunity for the implementation of the overturned classroom. A number of College Teachers in China begin to improve the teaching mode by using the teaching mode of the overturned class. For this part described the present situation of teachers' implementation of the flipped classroom, researchers in January 2015 by the creation of the University of China Mu class platform "flipped classroom teaching" mu, carried out a questionnaire survey of the teachers in Colleges and universities implement the lfipped classroom situation, a total of 995 questionnaires were collected, 165 of them have been carried out over more than half of the teachers' classroom practice. As the analysis object of this investigation. From the survey of the implementation of the behavior and effect of basic characteristics, to participate in the practice of teachers' self evaluation of three aspects of attention from teaching time and disciplines occupation characteristics affect the adoption of flipped classroom teaching, including teachers' motivation to implement flipping and behavior, the effect of the self evaluation and the difficulties in practice and challenges. The survey shows that the flipped class is at the initial stage of development. More and more teachers have paid more and more attention to the satisfaction of the students' individualized needs and the cultivation of their autonomous learning ability, which has become an important motivation for teachers to improve their teaching methods. At the same time, as an effective way to stimulate the students' learning motivation and improve the learning experience, the overturned classroom teaching model has been affirmed by the teachers. In addition, the survey found that the upturned class practice is accompanied by obvious technical features and is driven by new technology and resources. Most of the teachers who participated in the survey have changed from the recipients of resources to the producers of resources, and consciously began to use information means to meet their teaching needs. This means that the school will play a more and more important role as an important thrust in the overturning of the classroom. The survey also found that the time and energy needed to overturn the classroom, as well as technical support, are an important challenge for teachers.
【作者單位】： 北京大學(xué)數(shù)字化學(xué)習(xí)研究中心;北京大學(xué)教育學(xué)院;
【基金】：教育部戰(zhàn)略研究課題“教育信息化對推動高等教育改革與發(fā)展(人才培養(yǎng)、科學(xué)研究、社會服務(wù)、文化傳承)的作用及發(fā)展方向研究”(2014xx11)
【分類號】：G434
【正文快照】： 一、研究背景近年來,翻轉(zhuǎn)課堂作為新的教學(xué)模式受到了教師和研究人員的關(guān)注。翻轉(zhuǎn)課堂教學(xué)模式強(qiáng)調(diào)學(xué)習(xí)的靈活性與自主性,為傳統(tǒng)課堂忽視學(xué)生差異與教學(xué)缺乏針對性的問題提供了行之有效的解決辦法。在翻轉(zhuǎn)課堂中,課程視頻取代了傳統(tǒng)講授,成為內(nèi)容傳遞的重要方式,解放出來的課

【共引文獻(xiàn)】

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