本文關(guān)鍵詞： 翻轉(zhuǎn)課堂 實(shí)踐操作 教學(xué)模式 教學(xué)設(shè)計(jì)　出處：《東北師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新一代信息技術(shù)的快速發(fā)展促使教學(xué)變革,而變革的核心在于教學(xué)模式的創(chuàng)新,以教定學(xué)的知識(shí)傳授模式逐漸變成了以學(xué)生為中心的個(gè)性化教學(xué)模式,促使翻轉(zhuǎn)課堂的產(chǎn)生與發(fā)展。翻轉(zhuǎn)教學(xué)通過(guò)對(duì)教學(xué)結(jié)構(gòu)的顛倒安排,實(shí)現(xiàn)知識(shí)傳授的前置和知識(shí)內(nèi)化的深化,使學(xué)生的學(xué)習(xí)興趣得以提升,真正實(shí)現(xiàn)個(gè)性化教學(xué)。本研究采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、行動(dòng)研究法等方法,從實(shí)踐操作類課程存在的實(shí)際問(wèn)題著手,以建構(gòu)主義理論、掌握學(xué)習(xí)理論、活動(dòng)理論、學(xué)習(xí)金字塔理論、羅瑞蘭德的學(xué)生學(xué)習(xí)模型、ARCS動(dòng)機(jī)模型等現(xiàn)有教學(xué)理論為重要依據(jù),在分析國(guó)內(nèi)外現(xiàn)存的翻轉(zhuǎn)教學(xué)模型的優(yōu)勢(shì)和劣勢(shì)的基礎(chǔ)上,構(gòu)建出面向?qū)嵺`操作類課程的翻轉(zhuǎn)教學(xué)模型,從資源設(shè)計(jì)、課前活動(dòng)設(shè)計(jì)、課堂活動(dòng)設(shè)計(jì)、評(píng)價(jià)機(jī)制設(shè)計(jì)四方面對(duì)具體的實(shí)踐操作類內(nèi)容進(jìn)行教學(xué)設(shè)計(jì),并運(yùn)用教學(xué)設(shè)計(jì)方案來(lái)指導(dǎo)實(shí)證研究。采用形成性評(píng)價(jià)的方法,按照課前活動(dòng)效果、課堂活動(dòng)效果、交流與溝通情況及學(xué)生學(xué)習(xí)效果四個(gè)維度對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行調(diào)查分析。結(jié)果顯示,應(yīng)用于操作類課程的翻轉(zhuǎn)教學(xué)在很大程度上提高課堂參與度,提高了學(xué)生的學(xué)習(xí)興趣,有利于提升實(shí)踐操作能力等。希望本研究能在一定程度上為以后的翻轉(zhuǎn)課堂相關(guān)研究提供一些借鑒意義和參考價(jià)值。
[Abstract]:The rapid development of the new generation of information technology promotes the reform of teaching, and the core of the change lies in the innovation of teaching mode. The mode of knowledge imparting based on teaching and learning has gradually become a student-centered individualized teaching mode. Through the reverse arrangement of the teaching structure, the upside-down arrangement of the teaching structure, the realization of the preposition of knowledge imparting and the deepening of the internalization of knowledge, the students' interest in learning can be promoted. This research adopts the methods of literature research, questionnaire investigation, action research and so on, to start with the practical problems in the practical operation courses, and to master the theory of learning, the theory of activity, the theory of constructivism, the theory of learning and the theory of activity. Learning pyramid theory, Lorraud's student learning model and ARCS motivation model are the important basis of the present teaching theory. On the basis of analyzing the advantages and disadvantages of the existing flipping teaching models at home and abroad, This paper constructs the turnover teaching model of practical operation course, designs the content of practical operation from four aspects: resource design, pre-class activity design, classroom activity design and evaluation mechanism design. And use the teaching design to guide the empirical research. Using the formative evaluation method, according to the effect of pre-class activities, classroom activities, Four dimensions of communication and students' learning effect were investigated and analyzed. The results showed that the flipping teaching applied to the operational courses greatly increased the participation in the classroom and increased the students' interest in learning. It is hoped that this study can provide some reference significance and reference value for the related research of flipping classroom to a certain extent.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434

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