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翻转课堂中知识内化过程及教学模式设计 总被引：6，自引：0，他引：6
赵兴龙 《现代远程教育研究》2014,(2):55-61
国际语境中的“翻转课堂”,从本质上讲,强调的是学生课前使用在线视频学习的一种场所。但是学习场所的变化不能完全影响,或者说替代不了真实的师生互动的教学过程,也还不足以让教和学的关系发生本质变化。翻转课堂的基本要义是教学流程变革所带来的知识传授的提前和知识内化的优化。从这个意义上说,流程要素仅是定义翻转课堂的重--素之一。作为真正意义上的翻转课堂,还需要添加另外两个要素：技术要素和环境要素。翻转课堂应该更名为“翻转‘教’‘学’”,关键是教师和学生之间的关系、地位和作用发生了本质的变化。翻转课堂在教学应用中容易出现师生关系失位、知识难度越位、适用对象错位等局限性,根源在于对翻转课堂的定位停留在流程翻转的层面上,忽视了翻转课堂背后隐藏的知识内化的基本原理。翻转课堂主要通过教学流程翻转,分解知识内化的难度,增加知识内化的次数,促进学习者知识获得。对翻转课堂教学模式进行设计时,要根据渐进式知识内化的特质和翻转课堂的三个构成要素,从宏观、中观和微观三个层面综合考虑。既保证不给教师和学生增加额外负担,又使教学媒体、教师培训、教学环境满足需求。教师在具体实施翻转课堂过程中,要遵循知识内化基本原理,根据课型、学情分析,选择恰当的教学策略。 相似文献
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随着翻转课堂教学效果不断被证实,翻转课堂教学模式也在不断被推广。但是翻转课堂中学生的哪些行为模式与学习效果有关,仍然需要深入研究。本研究主要对学生在课前预习和课中讨论学习的行为模式进行分析,并以知识建构作为学习效果评价内容,对学生的学习行为模式与知识建构水平进行相关性分析。实验分析结果表明,在课前预习中,学习者的评论行为发生在浏览资源之后,学习者会对评论进行回复,发生多轮交互。在课前的讨论活动中,有部分学习者达到高阶知识建构水平。但是,学习者课前的学习行为模式与知识建构不存在强相关关系,而学习者在课中的学习行为模式与知识建构具有强相关关系。 相似文献
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朱立立 《中国现代教育装备》2012,(15):83-85
移动定位技术能获取移动学习者所处的位置信息,使得移动学习系统能感知用户所处学习场景并据此开展有效的移动学习,从位置、时间、设备和学习者四个方面阐述了场景感知移动学习的应用要点。 相似文献
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ABSTRACTPhysical education emphasizes learning sports skills, which is why it is usually conducted in a face-to-face manner. Instructors focus on explaining rules and demonstrating moves, which the learners are required to repeat and imitate. Flipped classrooms have become a trend; thus, the present study investigated their influence on physical education. A mobile application for novice and advanced basketball players was developed and tested in a course teaching 3-on-3 basketball and various teaching methods were implemented to test for the effects of gender differences on learning outcome. The participants were students enrolled in the aforementioned course in a university in central Taiwan. 326 participants were included in the study, of whom 238 were male and 88 were female. The duration of the experiment was 5 weeks between May and June 2017, during which the correctness of moves, maneuverability, teamwork, sense of balance, and adaptability of the participants were evaluated and graded as their learning outcome. The research team observed the participants each week to gather empirical data for analysis. The results indicate that a mobile flipped classroom is the optimal teaching strategy, followed by projecting teaching; therefore, a mobile flipped classroom is the recommended approach to be integrated into physical education. 相似文献
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ABSTRACTDance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives. 相似文献
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大学英语翻转课堂模式的构建应考虑地方院校校本化需求以及大学英语教学长期以来对主动学习的关注。在诸多关于翻转课堂的研究中,翻转课堂与主动学习之间的关系尚未得到足够重视。立足校本实际,探究由交互式教学环境、差异化教学内容、合作式学习活动和多元化学习评价四个要素构建而成的大学英语翻转课堂新模式,并以新模式下翻转课堂的教学组织为例说明该模式明确指向主动学习,为学生从被动学习转向主动学习积极创设条件、释放动力。 相似文献
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Owen Barden 《Literacy》2019,53(1):22-29
This paper contributes a definition of mobile literacy. This is worthwhile because although mobile, internet‐enabled devices are increasingly prevalent in many people's lives, mobile literacy appears to be under‐theorised and lacking definition. After giving an overview of the scale and nature of mobile device use, the paper develops the definition through building on an existing body of work which seeks to define literacies, digital literacies and mobile learning. The definition takes account of the mobility of technology, of learners, and of learning. A systematic multimodal analysis of a complex undergraduate text, in the form of a conference‐style poster, is then undertaken in order to exemplify the definition offered. The analysis attends to both the semiotic resources exploited by the text's author and the wider context the text is created within. Interview data complements that constructed through analysis of the text itself. Combining these two data sources reveals the ideational, interpersonal and textual/organisational meanings communicated by the text, and how mobility is a contextual factor which is fundamental to the literacy practices employed by the author to convey these meanings. 相似文献
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利用多元线性回归和条件分位数模型,测算了翻转教学对大学生外语习得的影响幅度及有效边界.研究发现:1)翻转教学能够显著提高二语习得效率;2)学习者阅读水平提升最大,而听力和写作水平提升较小且在高位出现了增长收敛,说明翻转教学能够促进学习者对语言基本知识的学习,但对深层次语言加工能力的影响有限;3)翻转教学存在区间效应,其... 相似文献
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翻转课堂教学法是课下学习、课上实践的一种学习方式。高职院校实施翻转课堂教学法,在教师"微课"视频录制、课堂活动组织、学生自主学习能力培养、校园学习环境建设等方面面临诸多问题。我们必须因地制宜,在高职翻转课堂教学法中采用现代化教学手段、搭建学生在线学习系统、创建数字信息化校园学习环境,实现"翻转课堂教学法"在高职院校的应用,全面提高教学质量。 相似文献
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李长保 《北京城市学院学报》2020,(1):23-27
基于MOOC的高校翻转课堂学习有效性评价方法,是采用定量分析法构建的高校翻转课堂学习有效性评价的解释变量模型和控制变量模型。其采用学习效益和创新性评价模式进行高校翻转课堂学习有效性评价过程中的量化决策和统计分析,根据MOOC教学课堂参与主体的介入因素进行量化回归分析,运用翻转课堂的学习效益评价论和回归分析方法进行高校翻转课堂学习有效性评价的MOOC资源分析和预测。结果表明,采用该方法进行高校翻转课堂学习有效性评价的准确性较好,对学习效益系数的自适应评估能力较强,置信度较高。 相似文献
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This paper describes a project, including the design, development, and use of a mobile application (referred to as application hereafter) for learning Chinese as a second language in a bilingual primary school. The application was designed for iPod Touch Apple technology with the purpose to facilitate learning of a fundamental set of 200 Chinese characters. The project was a coordinated effort of experts, including an instructional designer, a software engineer, a Chinese language expert, and classroom teachers to develop an experimental Chinese character learning application for the primary school classroom. This paper reports how the project team explored experiences of teachers and learners in a particular context, developed understanding of teaching and learning needs for Chinese language learning, and how these inform design of the educational application. The final outcomes of the project include a Chinese character learning application and recommendations for design and use of educational applications in Chinese language teaching and other similar contexts. 相似文献
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“内科护理学”是一门综合性应用学科,学好“内科护理学”是学好临床护理专业课程的关键。为探讨基于UMU移动互动平台“内科护理学”翻转课堂的教学实践效果,分别将2018级105名、2017级93名护理学专业学生作为实验组及对照组,2018级同学采用基于UMU移动平台的翻转课堂授课方式,2017级同学采用传统的课堂授课方式。结果显示,实验组学生的学习效果好于对照组,差异显著(P<0.05),94.3%的学生对该课程这种教学方式的改革表示满意。实践研究表明,基于UMU移动互动平台翻转课堂教学模式在“内科护理学”课程的教学中效果良好,值得推广应用。 相似文献
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翻转课堂通过变革教学流程实现了知识传授的提前与知识内化的优化,为大学英语教学改革的进一步发展提供了新的思路.文章以问卷调查和访谈为主要研究手段,着重探析了大学英语学习者对于翻转课堂的接受度.研究结果表明,尽管学习者对翻转课堂不同阶段的接受度存在差异,翻转课堂基本上得到了学习者的认可.文章进一步剖析了翻转课堂获得认可的原因,并指出在大学英语教学中推广与应用翻转课堂时应注意的问题. 相似文献
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Pei-Ying Chen Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1996-2013
Flipped classrooms have been recognized as a potential approach that enables students to have flexible time to learn before the class as well as more opportunities to apply knowledge and to interact with peers and the teacher in the class. On the other hand, researchers have pointed out the challenge of engaging students in self-regulated learning and active participation in flipped classrooms. In this study, an Instant Response System (IRS)-facilitated collective issue-quest strategy is proposed for engaging students in active and self-regulated flipped learning. Moreover, a quasi-experimental design was conducted with undergraduate students in an internet marketing course in northern Taiwan to investigate the impacts of the proposed approach on the students’ learning achievement, self-regulation, learning satisfaction and collective efficacy. The experimental results revealed that the learning achievement, collective efficacy and satisfaction of the students who learned with the proposed approach were significantly better than those of the students learning with the conventional flipped classroom approach. Moreover, in the “environment,” “task strategies” and “help seeking” dimensions of self-regulation, the former had significantly higher ratings than the latter. This study contributes analysis results that highlight the benefits of implementing the IRS-facilitated collective issue-quest approach in the flipped classroom. The results of this research may provide a valuable reference for future studies and practice in the field. 相似文献
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翻转课堂是一种将课内与课外的学习活动颠倒的教学模式,其实质是颠倒了学习内容传递与内化的顺序。自翻转课堂产生以来,很多学校或教育机构采用此模式,并取得了较优的成效。与此同时,可汗学院的出现也成为了翻转课堂得以迅速发展的催化剂。目前,国内众多学校都在采用翻转课堂模式,期望翻转课堂成为教学改革的一个转折点。从心理学的角度看,翻转课堂教学模式本质上是降低了认知负荷,使学习者的认知资源得到更合理的分配,从而获得更好的学习效果。另外,通过分析多位学者提出的不同翻转课堂模式,以期能为翻转课堂的应用研究提供帮助。 相似文献
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基于移动学习的深度学习研究 总被引：1，自引：0，他引：1
陈意 《江苏广播电视大学学报》2011,22(1):24-26
在目前的移动学习中,由于学习者对使用移动设备进行学习的认识不足、移动学习设备自身的局限性以及移动学习时间、地点的随机性等问题,导致移动学习停留在较浅层面,达不到较好的学习效果。通过加深学习者对移动学习的认识、改善移动设备以及设计恰当的学习资源等途径,可以实现深度学习,提高移动学习质量。 相似文献