翻转课堂环境下深度协作知识建构的策略研究  

A Strategy Research on Deep Learning-based Collaborative Knowledge Construction Based on Flipped Classroom

作　　者：赵海霞[1] 

机构地区：[1]暨南大学网络与教育技术中心,广东广州510632

出　　处：《远程教育杂志》2015年第3期11-18,共8页Journal of Distance Education

基　　金：广东省教育科学"十二五"规划2013年度项目"大学生基于问题的协作知识建构的学习模式研究与实践"(课题批准号:2013JK020);广东教育教学成果奖(高等教育)教育教学成果培育项目"大学英语跨文化交际课程群建设-基于翻转课堂的协作知识建构模式创新与实践"(课题批准号:239)的研究成果

摘　　要：在综述研究翻转课堂与协作知识建构基础上,构建了翻转课堂环境下深度协作知识建构的策略的初步框架,并依托Blackboard平台开发了相应的在线课程。采用基于设计的研究和行动研究方法并历经三轮循环实验,结合调查问卷和深度访谈进行持续改进,最终形成了翻转课堂环境下中基于深度学习的协作知识建构的策略体系及教学流程操作模型。即通过翻转课堂和学习共同体的教学组织形式,联通课前——课中——课后,联结低阶——高阶任务、浅度——深度建构学习,混合在线学习和面对面的深度交互机制,形成了"基于翻转课堂的共同体知识建构、基于均衡知识的组内知识建构、基于观点改进的跨组知识建构、基于升华的集体协作知识建构"为主要阶段的新型混合式学习模式;并以《数字视频编缉技术》专题教学为例,积极探索该模式的实施过程和效果。Based on a comprehensive analysis of flipped classroom and collaborative knowledge construction, a preliminary framework for deep learning-based collaborative knowledge construction based on flipped classroom is constructed. Besides, the corresponding online courses are developed with the support of Blackboard platform. After three rounds of experiments with design-based research and action research, the strategy system of collaborative knowledge construction based on flipped classroom and teaching process model are improved with the questionnaires and in-depth interviews. Adopting the teaching process in flipped classroom and learning community, linking pre-class stage, while-class stage with after-class stage, constructing learning with the combination of low-level tasks and high-level tasks, superficial learning and deep learning, and integrating online learning with face-to-face learning, the new blended learning model has four main stages, including knowledge construction in flipped classroom, collaborative knowledge construction within groups based on cognitive conflict, collaborative knowledge construction between groups, and collective collaborative knowledge construction with public knowledge. With ＂Digital Video Editing Technology＂ course taken as an example,through action research, questionnaire survey and the interview, it is proved that the model plays an active role in improving student＇s learning interest, professional performance and high-level abilities, especially social abilities, ability to practice, research and solving problem in real situations.

关 键 词：翻转课堂 协作知识建构 深度学习 混合式学习模式 

分 类 号：G434[文化科学—教育学]