翻转课堂中国热的理性思考  

The Rational Thinking of Popularity of “Flipped Classroom” in China

作　　者：李允[1] 

机构地区：[1]曲阜师范大学教育科学学院,山东曲阜273165

出　　处：《课程．教材．教法》2014年第10期18-23,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究课题"规约与张扬:中小学教师教学个性养成研究"(12YJA880072)成果之一

摘　　要：翻转课堂作为一种兴起于美国的新的教学模式,由于其对传统课堂教学的全面改革且具有高效课堂的基本表征,加之教学改革中"引进情结"的推波助澜,迅速在我国基础教育领域火热起来;审视翻转课堂在美国的发展路径及现状、实施条件的依赖与支持,有利于启发我们对翻转课堂热进行冷静的思考;加强对翻转课堂的系统研究、谨防"技术至上"的实施误区、警惕"破坏式创新"的推进方式,是应对翻转课堂中国热的理智选择。＂Flipped classroom＂ is a new teaching model from US. It is perceived quickly in China because of its subversion of traditional classroom teaching, high-efficient classroom teaching and the popularity of foreign teaching methods in the China＇s teaching reform. Examining the development of ＂flipped classroom＂ in America can enlighten us with a rational thinking of ＂flipped classroom＂ in China. The wise choice for the heated ＂flipped classroom＂ in China is to strengthen the systematic study of it, not implement with technique-oriented attitude and avoid ＂destructive innovation＂ behavior.

关 键 词：翻转课堂 中国热 探因 审思 劝谏 

分 类 号：G42[文化科学—课程与教学论]