翻转课堂教学模式本土化策略研究——基于中美教育文化差异比较的视角  

The Research on Flipped Classroom Teaching Mode Localization Strategy——On the Perspective of Cultural Differences between China and the United States

作　　者：杨晓宏[1] 党建宁[1,2] 

机构地区：[1]西北师范大学教育技术学院,甘肃兰州730070 [2]兰州商学院商务传媒学院,甘肃兰州730020

出　　处：《中国电化教育》2014年第11期101-110,共10页China Educational Technology

基　　金：甘肃教育信息化发展战略研究项目"地方高校信息技术与教学深度融合的互动教学模式构建"(项目编号:GSJXFZ-2011-3);兰州商学院2012年度教学研究一般项目"Flipped Classroom模式在财经高校管理类课程教学中的应用研究"(项目编号:2012LSJYY03)阶段性成果

摘　　要：翻转课堂教学模式在美国的出现和成功施行有其特定的教育文化背景,鉴于中美两国教育文化的差异,开展翻转课堂教学模式本土化研究是一个紧迫而又艰巨的课题。该文以翻转课堂教学模式的本土化策略为研究目标,通过文献研究,分析了翻转课堂教学模式的缘起发展、定义特征和本质内涵;通过比较研究,梳理了中美两国教育文化差异的内在脉络及翻转课堂教学模式在美国成功施行的内部驱动和外部动力。在此基础上,提出了我国实施翻转课堂教学面临的问题与发展路径,并从意识观念、实践操作和模式创新三个维度构建了翻转课堂教学模式的本土化策略体系。The emergence and successful implementation of flipped classroom in the United States depend on its specific educational background. The teaching mode research on flipped classroom localization has become an urgent task in the view of the cultural differences between China and the United States. This paper is trying to study the localization strategy of flipped classroom teaching mode as the research target and analyze the definitions, characteristics of development and the essential connotation through the literature research; The comparative studies can contribute to show the external and internal driving power of flipped classroom in the United States and the differences of the cultural education quality in China. In this paper, the Chinese development path of the flip classroom teaching mode is discussed and put forward the flip classroom teaching mode innovation on localization strategy system from ideological concept and practical dimensions.

关 键 词：翻转课堂 中美教育文化差异 本土化 

分 类 号：G434[文化科学—教育学]