翻转课堂引发的矛盾关系思考  

Reflection on the ambivalent Relationship Caused by Flipped Classroom

作　　者：陈洋[1] 胡凡刚[1] 刘永琪[1] 刘家良[1] 

机构地区：[1]曲阜师范大学传媒学院,山东日照276826

出　　处：《现代教育技术》2016年第2期71-76,共6页Modern Educational Technology

基　　金：国家社科基金教育学一般项目"教育虚拟社区伦理的作用机制及评价研究"(项目编号:BEA130026)的阶段性研究成果

摘　　要：翻转课堂在教学实践中发挥着育人的作用,也引发了诸如宏课与微课、技术与人、学习者知识的建构与接收等一系列的矛盾关系。文章使用文献研究法、哲学思辨法,在已有学者研究的基础上,对这些矛盾关系发生的原因进行了进一步的分析,最后为正确认识和处理诸种矛盾关系提出了优势互补、并行发展的方法。Flipped classroom plays the role of fostering talents, but involves a series of ambivalent relationships, such as between macro class and micro class, technology and human, knowledge building and knowledge receive of the learners. The literature research and philosophy argument method were used to make further analysis of the causes of ambivalent relationships based on the previous researchers. In the end, the essay believed that the principle was complementary of relative advantages and the parallel development.

关 键 词：翻转课堂 技术 矛盾关系 宏课 微课 

分 类 号：G40-057[文化科学—教育学原理]