本文選題：傳統(tǒng)課堂　切入點：翻轉(zhuǎn)課堂　出處：《中國地質(zhì)大學(北京)》2017年碩士論文　論文類型：學位論文

【摘要】：目前,傳統(tǒng)教學模式在高校實踐中弊端在不斷顯現(xiàn),作為一種新型的教學模式,翻轉(zhuǎn)課堂對整個教育領域帶來極大的影響與沖擊。教育工作者不得不開始思考,傳統(tǒng)課堂和翻轉(zhuǎn)課堂兩種教學模式間是否存在兼容性,亦或是總有一天翻轉(zhuǎn)課堂的教學模式會完全替代傳統(tǒng)課堂。翻轉(zhuǎn)課堂模式在中國發(fā)展起步較晚,理論和實踐研究都還不夠完善,通過對傳統(tǒng)課堂教學模式和翻轉(zhuǎn)課堂教學模式的比較研究,對兩者的優(yōu)缺點進行深入剖析,旨在提出一種科學的優(yōu)化方案,為我國高等教育教學模式的發(fā)展提供一些借鑒思路。通過使用文獻研究法、比較研究法和案例研究法等方法,厘清了傳統(tǒng)課堂教學模式和翻轉(zhuǎn)課堂教學模式的定義、特點和理論基礎。通過對兩種教學模式在高校實踐對比研究,剖析了兩種教學模式在教學理念、教學過程、教學內(nèi)容和教學效果等方面存在的差異,分析出兩種教學模式各自的優(yōu)缺點。針對兩種教學模式的缺點,嘗試提出了改良方案。在對待這兩種教學模式的態(tài)度上,我們應持有辨證的思維。對于傳統(tǒng)教學模式的優(yōu)點,我們應繼續(xù)保持并發(fā)揚廣大;傳統(tǒng)課堂的不足之處仍需要繼續(xù)深化改良:我們需要真正貫徹落實“以學生為中心”的教育理念、提升學生在整體教學中的參與感。對于翻轉(zhuǎn)課堂教學模式,我們應持積極鼓勵的態(tài)度,但也不能盲目地開展,教育工作者需對參與翻轉(zhuǎn)課堂的課程進行篩選,做到“因課制宜”、著力提升學生自主學習的內(nèi)驅(qū)力、提高教師的綜合素質(zhì)與參與積極性、要為翻轉(zhuǎn)課堂的事實提供必要的軟硬件設備支持,建立優(yōu)質(zhì)的資源平臺實現(xiàn)教學資源的溝通共享。在教育改革過程中,我們需要立足我國課堂教學實情,真正領悟科技與信息網(wǎng)絡給我們教育帶來的變革,對現(xiàn)行教育中產(chǎn)生的問題進行深度反思,傳統(tǒng)教育模式不是高校學生“難當大任”的借口,在線教育也不能只為了帶來便利而向質(zhì)量妥協(xié)。教育改革應讓線上線下各揚其長、促進兩種教學模式相互融通融合,讓學生“學用結(jié)合”,真正提升我國高校學生的培養(yǎng)質(zhì)量。
[Abstract]:At present, the malpractice of traditional teaching mode in colleges and universities is constantly appearing. As a new teaching mode, flipping classroom has a great impact on the whole field of education, so educators have to begin to think about it. Whether there is compatibility between the two teaching modes of traditional classroom and flipping classroom, or whether one day the teaching mode of flipping classroom will completely replace the traditional classroom. The theoretical and practical studies are not perfect. Through the comparative study of the traditional classroom teaching model and the flip classroom teaching mode, the advantages and disadvantages of the two models are deeply analyzed in order to put forward a scientific optimization scheme. By using the methods of literature research, comparative research and case study, this paper clarifies the definition of the traditional classroom teaching model and the reversed classroom teaching mode, and provides some reference ideas for the development of the higher education teaching mode in China, such as the literature research method, the comparative research method and the case study method, and so on. Based on the comparative study of the two teaching models in colleges and universities, this paper analyzes the differences between the two teaching models in the aspects of teaching idea, teaching process, teaching content and teaching effect, etc. This paper analyzes the advantages and disadvantages of the two teaching models. In view of the shortcomings of the two teaching models, the author tries to put forward an improved scheme. In the attitude towards the two teaching models, we should hold dialectical thinking. We should continue to maintain and build on the vast; the shortcomings of the traditional classroom still need to be further improved: we need to truly implement the "student-centered" education concept. To promote students' sense of participation in the whole teaching. We should take a positive attitude to the flipping classroom teaching mode, but we should not carry out it blindly. Educators should screen out the courses that participate in the flipping classroom. To achieve "due to the appropriate curriculum", to promote students' autonomous learning drive, to improve the comprehensive quality of teachers and enthusiasm for participation, to provide necessary hardware and software equipment support for flipping the facts of the classroom, In the process of education reform, we need to base on the classroom teaching reality in our country, and truly understand the change that science and technology and information network bring to our education. The traditional education model is not an excuse for college students to "be difficult to do a great job", and online education should not compromise to the quality for the sake of convenience. To promote the integration of the two teaching modes, to let students "learn and use the combination", to really improve the quality of the cultivation of college students in our country.
【學位授予單位】：中國地質(zhì)大學(北京)
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G642.4
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本文編號：1608695