基于MOOC的翻转课堂实践探索——以Web开发课程为例  

Practical Exploration of Flipped Classroom Teaching Mode Based on MOOC:A Case Analysis of Web Development Course

作　　者：孙丹凤[1] 林菲[1] 龚晓君[1] 

机构地区：[1]杭州电子科技大学计算机学院,杭州310018

出　　处：《浙江理工大学学报（社会科学版）》2016年第6期575-579,共5页Journal of Zhejiang Sci-Tech University：Social Sciences

基　　金：中国高等教育学会教育信息化专项课题(2014XXH1207YB);杭州电子科技大学"翻转课堂"课程"Web应用程序设计(.NET)"项目;杭州电子科技大学高等教育研究课题(YB201528)

摘　　要：借助MOOC平台的"翻转课堂"教学模式是将整个课堂教学活动分为课前、课中、课后三个阶段。课前学生自主在MOOC平台上观看教学视频,完成相应的在线练习;课堂中主要开展讨论,完成实际操作任务;课后巩固和总结交流。在教学设计中将教师活动和学生活动两部分有机结合起来,形成一个闭环并不断迭代优化的教学过程,真正实现"以教师为中心"传授知识向"以学生为中心"自主学习的转变。实施结果表明这种教学模式深受学生欢迎,不会增加学习负担,学习时间更有弹性,预习更充分,课堂效率更高,学生自主学习和解决问题的能力得到较大地提高。＂Flipped classroom＂ teaching mode based on the MOOC platform divides the whole classroom teaching activity into three stages： pre-class, in-class and after-class. Students watch teaching videos independently on the MOOC platform in the pre-class stage and do the corresponding online exercises. In the in-class stage, students mainly discuss and complete practical operation tasks. In the after-class stage, summary is made to consolidate the content. The teacher＇s activities and students＇ activities are combined organically in the teaching design. A closed-loop and iterative teaching process can be formed to achieve the change from teacher-centered passive learning to student-centered active learning. Implementation results show that, this teaching mode is welcomed by students and it will not increase students＇ learning burden. At the same time, the learning time is more flexible. Students can preview more fully and have higher classroom efficiency. In addition, the students＇ ability to learn and solve problems has been greatly improved.

关 键 词：MOOC 翻转课堂 WEB开发 微视频 过程评价 

分 类 号：G642.0[文化科学—高等教育学]