本文選題：翻轉(zhuǎn)課堂　切入點(diǎn)：混合學(xué)習(xí)　出處：《重慶師范大學(xué)》2017年碩士論文

【摘要】：人類步入21世紀(jì),隨著信息技術(shù)的發(fā)展,各類用于教育學(xué)習(xí)的新型媒體技術(shù)層出不窮,深刻影響著人們的教育以及學(xué)習(xí)方式。新型教育技術(shù)越來(lái)越多的滲透到傳統(tǒng)課堂中來(lái),刺激著教育教學(xué)理念以及教學(xué)模式的迅速更新。在此背景下,微信公眾號(hào)教學(xué)平臺(tái)、Camtasia教學(xué)資源開發(fā)工具相繼出現(xiàn);同時(shí),翻轉(zhuǎn)課堂、Blending Learning等教育學(xué)習(xí)模式逐漸成為研究熱點(diǎn)。這些都為新型教學(xué)模式和教學(xué)技術(shù)的應(yīng)用提供了良好的發(fā)展環(huán)境。本文在研究學(xué)習(xí)國(guó)內(nèi)外翻轉(zhuǎn)課堂以及混合學(xué)習(xí)發(fā)展歷史與現(xiàn)狀的基礎(chǔ)上,將兩種教學(xué)模式進(jìn)行結(jié)合,設(shè)計(jì)了基于微信平臺(tái)的翻轉(zhuǎn)課堂與混合學(xué)習(xí)相結(jié)合的教學(xué)模式,并在微信公眾平臺(tái)上以重慶地區(qū)A職業(yè)院校《C程序設(shè)計(jì)》課程為例進(jìn)行應(yīng)用實(shí)證研究。本文的主要工作有如下四個(gè)方面:(1)將翻轉(zhuǎn)課堂與混合學(xué)習(xí)有機(jī)結(jié)合起來(lái)。將翻轉(zhuǎn)課堂作為混合學(xué)習(xí)教學(xué)模式中極為重要的一個(gè)環(huán)節(jié),合理穿插在教學(xué)學(xué)習(xí)過(guò)程中,使得課前的教師準(zhǔn)備、學(xué)生的自主學(xué)習(xí)以及交流討論與課中的教師指導(dǎo)、學(xué)生小組合作有機(jī)結(jié)合起來(lái),一起成為“三位一體”首尾循環(huán)教學(xué)模式的一部分。(2)構(gòu)建基于微信公眾平臺(tái)和QQ平臺(tái)的學(xué)生學(xué)習(xí)、師生交流的教學(xué)環(huán)境。本研究設(shè)計(jì)并實(shí)現(xiàn)了微信教學(xué)平臺(tái)和基于QQ平臺(tái)的學(xué)習(xí)共同體,將兩者有機(jī)的結(jié)合在一起,以滿足不同學(xué)生對(duì)不同溝通交流平臺(tái)的偏好差異,使得學(xué)生學(xué)習(xí)與師生溝通交流可以暢通無(wú)阻地進(jìn)行。(3)在混合學(xué)習(xí)教學(xué)模式中,打破傳統(tǒng)教學(xué)模式中以學(xué)生期末成績(jī)作為評(píng)價(jià)學(xué)習(xí)結(jié)果的唯一標(biāo)準(zhǔn),設(shè)計(jì)了過(guò)程性評(píng)價(jià)、形成性評(píng)價(jià)與總結(jié)性評(píng)價(jià)相結(jié)合的學(xué)生學(xué)習(xí)結(jié)果評(píng)價(jià)方式,構(gòu)建了豐富的學(xué)生學(xué)習(xí)評(píng)價(jià)體系。(4)以重慶地區(qū)A職業(yè)院校2016級(jí)軟件3班《C程序設(shè)計(jì)》課程為例進(jìn)行了該教學(xué)模式的教學(xué)實(shí)踐,并對(duì)本教學(xué)模式的教學(xué)效果進(jìn)行了實(shí)證研究,驗(yàn)證了該教學(xué)模式在提升學(xué)生學(xué)習(xí)興趣、掌握課程知識(shí)、提高動(dòng)手能力、合作交流能力等方面具有較好的教學(xué)效果。
[Abstract]:In the 21st century, with the development of information technology, various kinds of new media technology for education and learning emerge in endlessly, which has a profound impact on people's education and learning methods.More and more new educational technology permeates into the traditional classroom, which stimulates the rapid renewal of educational concepts and teaching models.Under this background, the teaching platform of Official account on WeChat appeared one after another, and the educational learning model such as flipping classroom blending Learning gradually became the research hotspot.All these provide a good development environment for the application of new teaching mode and teaching technology.On the basis of studying the history and present situation of overturned classroom and mixed learning at home and abroad, this paper combines the two teaching modes, and designs the teaching model of the combination of flipping classroom and mixed learning based on WeChat platform.Based on the WeChat public platform, this paper takes the C program design course of A vocational college in Chongqing as an example.The main work of this paper is as follows: 1.The flipping classroom is regarded as an extremely important link in the mixed learning teaching mode. It can reasonably interspersed in the process of teaching and learning so as to make the teachers prepare before class, students' autonomous learning, exchange discussions and teachers' guidance in class.The student group cooperation organically combined, together becomes the "trinity" the first and last cycle teaching mode part. 2) constructs based on the WeChat public platform and the QQ platform student study, the teacher and student exchange teaching environment.This study designed and implemented the WeChat teaching platform and the learning community based on QQ platform, which combined the two organically to satisfy the different students' preference for different communication and communication platform.Making students learn and communicate with teachers and students unobstructed.) in the mixed learning teaching mode, the process evaluation is designed to break the traditional teaching model, which takes the students' final grade as the only criterion to evaluate the learning results.Formative evaluation and summative evaluation of students' learning results,This paper constructs a rich evaluation system of students' learning. (4) taking the "C Program Design" course of Grade 2016 Software Class 3 in A Vocational College in Chongqing as an example, the teaching practice of this teaching model is carried out, and the teaching effect of this teaching model is studied empirically.It is verified that this teaching model has good teaching effect in improving students' interest in learning, mastering course knowledge, improving practical ability and cooperative communication ability.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G712;TP312.1-4

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