本文選題：翻轉(zhuǎn)課堂　切入點(diǎn)：課堂管理　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：翻轉(zhuǎn)課堂(the Flipped Classroom)是將課堂講授的內(nèi)容錄制成教學(xué)視頻,由學(xué)生課外觀看,回到課堂中完成作業(yè)的教學(xué)方式。隨著我國(guó)大力提倡推進(jìn)信息技術(shù)與教學(xué)的融合,越來(lái)越多的學(xué)校開(kāi)始翻轉(zhuǎn)課堂實(shí)踐。本文選取翻轉(zhuǎn)課堂的課堂管理為切入點(diǎn),研究目前我國(guó)中小學(xué)校翻轉(zhuǎn)課堂管理中出現(xiàn)的問(wèn)題、分析問(wèn)題產(chǎn)生的原因,并提出相應(yīng)的解決對(duì)策。本文主要包括五個(gè)部分:第一部分是緒論,論述了研究的緣起、研究目的及意義、研究思路與方法、相關(guān)概念界定及國(guó)內(nèi)外翻轉(zhuǎn)課堂的研究現(xiàn)狀。其中,豐富了翻轉(zhuǎn)課堂的課堂內(nèi)涵,依據(jù)其實(shí)施流程,將課堂界定為不僅包括傳統(tǒng)教學(xué)中師生面對(duì)面的課堂,還包括學(xué)生課外自主學(xué)習(xí)的課堂。翻轉(zhuǎn)課堂管理就是對(duì)這兩個(gè)階段的管理。第二部分闡述翻轉(zhuǎn)課堂管理的理論基礎(chǔ),主要包括掌握學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論、合作學(xué)習(xí)理論和“人際關(guān)系—行為科學(xué)”理論。第三部分深入分析國(guó)內(nèi)外中小學(xué)翻轉(zhuǎn)課堂代表性的管理方式方法。第四部分主要借助訪談、課堂觀察等分析我國(guó)中小學(xué)翻轉(zhuǎn)課堂管理問(wèn)題。目前已經(jīng)發(fā)現(xiàn)了課外自主學(xué)習(xí)、課內(nèi)合作學(xué)習(xí)、課內(nèi)時(shí)間資源及學(xué)生個(gè)性化需求滿足的問(wèn)題。并從學(xué)校、教師、學(xué)生、家長(zhǎng)四方面深入分析問(wèn)題產(chǎn)生的原因。最后在相關(guān)理論及國(guó)內(nèi)外翻轉(zhuǎn)課堂管理代表性做法的指導(dǎo)下,提出解決翻轉(zhuǎn)課堂管理問(wèn)題的對(duì)策建議。
[Abstract]:Flipping the Flipped classroom room is a way to record the contents of the classroom teaching into a teaching video, to be watched by the students after class, and to return to the teaching method of completing the homework in the classroom. With the vigorous promotion of the integration of information technology and teaching in our country, More and more schools begin to turn over classroom practice. This paper selects the classroom management of flipping classroom as the starting point to study the problems in the flipping classroom management of primary and secondary schools in our country, and analyzes the causes of the problems. This paper mainly includes five parts: the first part is the introduction, which discusses the origin, purpose and significance of the research, research ideas and methods. The definition of relevant concepts and the current research situation of flipping classroom at home and abroad. Among them, it enriches the classroom connotation of flipping classroom. According to its implementation process, the classroom is defined as not only the face-to-face classroom of teachers and students in traditional teaching, but also the face-to-face classroom of teachers and students. The second part expounds the theoretical basis of the management of the flipping classroom, which mainly includes mastering the learning theory and constructivism learning theory. Theory of Cooperative Learning and Theory of interpersonal relationship and Behavioral Science. The third part deeply analyzes the representative management methods of flipping classroom in primary and secondary schools at home and abroad. Part 4th mainly relies on interviews. At present, we have found the problems of extracurricular autonomous learning, in-class cooperative learning, in-class time resources and the individualized needs of students. And from the school, teachers, students, Finally, under the guidance of relevant theories and representative practices of overturned classroom management at home and abroad, the author puts forward some countermeasures and suggestions to solve the problem of flipping classroom management.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G632.4

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