网络平台翻转课堂协作知识建构的探索与实践——以《高级英语与公共演讲》课程为例  

Research and Practice of Flipped Classroom-based Collaborative Knowledge Building with Web-based Learning Platform——Taking the Advanced English and Public Speech Course as an Example

作　　者：赵海霞[1] 邹红英[2] 

机构地区：[1]暨南大学网络与教育技术中心,广东广州510632 [2]暨南大学外国语学院,广东广州510632

出　　处：《高教论坛》2016年第4期39-43,共5页higher education forum

基　　金：广东省教育教学成果奖(高等教育)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"(247)和"MOOC浪潮下基于创新推广理论的高校教学信息化变革发展战略研究与实践"(239);广东省高等教育教学改革项目"MOOC时代基于创新推广理论的高校教学信息化推进策略的研究与实践"(GDJG20142087);暨南大学第17批课程中心专项"在线翻转课堂环境下深度协作知识构建的课程改革实践"(JG2015098)

摘　　要：对翻转课堂与协作知识建构研究的现状与理论进行了分析,创建了网络教学平台辅助的基于翻转课堂的协作知识建构这种新型的混合式学习方式,联通低阶学习-高阶学习、浅度学习-深度学习,并以《高级英语口语与演讲》课程为教学改革试验,采用行动研究经历三轮教学实践与研究,结合问卷调查和深度访谈及小组共同体的成长反思日志对模式的主要环节、关键要素和操作流程进行持续改进,形成了课前—课中—课后的三个阶段、"一体化课程教学系统设计和准备、基于翻转课堂的个体知识建构、基于认知冲突的协作知识建构、基于整合的协作知识建构、基于深度加工的群体公共知识和基于多元评价的知识建构"六个关键环节的新型混合式学习模式。The use of web-based learning platform（Blackboard learning platform）enables students to perform self-regulated study better than ever,which improved motivation and skills.In this research,multi-media resources are placed on the webbased learning platform for flipped classroom-based collaborative knowledge building.A new hybrid learning mode of flipped classroom-based collaborative knowledge building can enable students not only receive transfer of knowledge,but also can practice cooperative study with others.To continuously improve the research,this research mainly adopts the action research method which is experimented three rounds,and combined with a questionnaire survey and depth interviews to group community growth reflection logs.The teacher gives guidance to the students both in class and online,as well as monitoring the progress.The methods of evaluation for courses were also enriched to reflect multi-dimension skills.The result of such practice proves to be effective and satisfactory.

关 键 词：网络教学平台 翻转课堂 协作知识建构 混合式学习方式 

分 类 号：G40-057[文化科学—教育学原理]