通达翻转学习:慕课时代翻转课堂新模式  

Mastery Flipped Learning:a New Model of Flipped Classroom in the MOOCs times

作　　者：尹达[1] 田建荣[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《当代教育与文化》2015年第4期78-84,共7页Contemporary Education and Culture

基　　金：教育部人文社会科学研究规划基金项目"高考多元录取机制促进普通高中教育多样化发展研究"(11YJA880093)阶段性成果

摘　　要：通达翻转学习以认知灵活性理论和通达学习理论为指导,着眼于学生的学习过程,充分发挥教师和学生的主体性,利用现代教育技术,以教学诊断与自我诊断为手段,以促进师生共同发展为目的,是慕课时代翻转课堂和通达翻转课堂中国化的产物,体现出鲜明的自主性、情境性、诊断性、发展性和体验性等特征。通达翻转学习本质上是慕课时代翻转课堂依据自身发展规律而必然出现的新生事物,采行主体协同与自主选择、情境预设与目标导向、诊断学习与问题解决、体验成功与自我激励等实施策略,构建动态平衡发展的通达翻转学习运行质态,对于促进学生健康成长、提升教师专业学力、推动学校特色发展具有较强的现实意义。Guided by the cognitive flexibility theory and mastery learning and with the focus on students＇ learning process, mastery flipped learning gives full play to the subjectivities of the teachers and students. In addition, with the adoption of modern educational technologies, the methods of teaching diagnosis and auto-diagnosis, the aim of promoting joint development of teachers and students, mastery flipped learning is the inevitable outcome of the sinicization of flipped classroom and mastery flipped classroom in the MOOCs times. Meanwhile, it presents such striking features as autonomy, situatedness, diagnosis, development and experience. In essence, mastery flipped learning is a newly-emerging yet inevitable thing which follows the flipped classroom＇s self-development rules. It takes such implementation strategies as subject cooperation vs. independent choice, situational prediction vs. object guidance, diagnosis learning vs. problem solution, experiencing success vs. self-motivation. The creation of the operational condition for mastery flipped learning can have strong practical significance on promoting healthy development of students, enhancing professional academic attainments of teachers, and driving unique development of schools.

关 键 词：认知灵活性理论 通达学习 通达翻转学习 慕课 翻转课堂 

分 类 号：G420[文化科学—课程与教学论]