高等教育翻转课堂教学效果分析与思考  

The Analysis and Reflection of the Effectiveness of Flipped Classroom in Higher Education

作　　者：李赟[1] 林祝亮[1] 

机构地区：[1]浙江师范大学工学院,浙江金华321004

出　　处：《电化教育研究》2016年第2期82-87,共6页E-education Research

基　　金：2014年浙江师范大学教学改革重点项目"‘四.3’职教师资专业人才培养模式研究与实践"(课题编号:ZC122014002/009)

摘　　要：翻转课堂自2007年首次尝试至今,受到了广泛的关注,高效的翻转课堂组织形式有助于培养大学生的批判意识和高阶思维能力,国内外已有部分高校参与了翻转课堂教学模式的改革试验。德国学者埃里克·布莱尔(Erik Blair)等人对西印度大学材料科学课程的翻转课堂进行了长期的追踪调查,教学效果不明显、学生课堂出勤率下滑等问题成为阻碍翻转课堂在高校发展的瓶颈。为了深入探究高等教育翻转课堂发展过程中的问题,本研究对埃里克·布莱尔等的调查数据进行了翔实的分析。研究发现,促进深层次学习的教学设计的缺失、个性化学习尚未落实、学生学习主动性差及缺乏合理评价机制是影响高等教育翻转课堂教学效果和出勤率的主要因素。为此,本研究试图通过基于实践问题设计教学活动、构建个人学习空间(PLS)、制定"学习任务包"、设计多角度和多维度的教学评价体系等具体措施,改善翻转课堂的教学效果,保证其在高等教育中的良性发展。Since 2007, flipped classroom has been widely adopted. Effective flipped classroom can help student develop critical and higher-order thinking skills. Many colleges and universities around the world have implemented this new and innovative instructional model. Eric Blair and his colleagues have traced the implementation of flipped classroom in a material science course in the University of the West Indies for a long time. They concluded that poor learning effects, high dropout rate, and others were the main barriers of the implementation of flipped classroom. For the purpose of investigating the issues in the development of flipped classroom in higher education, the authors of this paper thoroughly examined the data that Eric Blair and his colleagues collected. The authors found that the major issues that contributed to poor learning effects and high dropout rate in flipped classroom in higher education are： 1） lack of instructional design that would foster deep learning, 2） lack of personalized learning, 3） lack of initiatives in students learning, and 4） lack of reasonable evaluation methods. Therefore, the authors believe that, to improve the learning effects and to ensure the healthy development of flipped classroom in higher education, the following measures must be taken： 1） designing learning activities on the basis of practical learning problems; 2） constructing personalized learning space; 3） creating ＂learning task package＂ for students; and 4） developing multi-dimensional evaluation system.

关 键 词：翻转课堂 高等教育 深度学习 个性化学习 评价体系 

分 类 号：G434[文化科学—教育学]