翻转课堂中运用“五星教学模式”的探索与实践  

The Exploration and Implementation of "5-Star Teaching Model" in Flipped Classroom

作　　者：陈君贤[1] CHEN Jun-xian

机构地区：[1]浙江广播电视大学教学中心,浙江杭州310030

出　　处：《电化教育研究》2016年第10期122-128,共7页E-education Research

基　　金：浙江省2014年高等学校访问学者专业发展项目"合法的边缘性参与:新手教师TPACK培养策略探析"(项目编号:FX2014078);浙江电大2015年教学改革项目"开放教育翻转课堂中运用‘五星教学模式’的实践与探索"

摘　　要：世界各地的专家学者、一线教师都在尝试探索翻转课堂模式的本土化实践。实施"五星教学模式"能帮助教学产品提高教学效能。该文探讨如何在翻转课堂中实施"五星教学模式",将知识技能的掌握放置于完整的任务之中,做到课前的问题设置和导引、课中的问题指导和应用、课后的问题融会贯通和掌握,形成一个连贯的有机整体。"五星教学模式"运用于翻转课堂的关键是怎么样将教学内容转变为系列问题,怎么样将系列问题序列化,以及怎么样将序列化的问题在课前、课中、课后的教学实施中形成一个有机的整体。该文期望对翻转课堂模式的本土化实践探索提供一些启发和思考。Researchers and teachers around the world have explored the localization of the flipped classroom model. The ＂5-star＂ Teaching Model can help to enhance teaching effectiveness. This paper discusses how to implement the ＂5-star Teaching Model＂ in flipped classroom, so that the acquiring of knowledge and skills will happen in a complete learning task. By implementing the model, the three stages of learning--the problems design and introduction during the pre-class stage, the guiding of students to solve problems and to apply knowledge learned during in-class stage, and the integrating and mastering of knowledge during the after-class stage can become a coherent, organic whole. The key to the successful implementation of ＂5-star Teaching Model＂ in flipped classroom is to turn the teaching contents into a group of problems, then to serialize the problems and organize the problems into an organic whole during the pre-class, in-class and after-class teaching process. It is expected that this paper can inform the practices of the localization of flipped classroom model.

关 键 词：翻转课堂 五星教学模式 实践 反思 

分 类 号：G434[文化科学—教育学]