翻转课堂中师生角色的转变  

The Transformation of Teachers' and Students' Roles in Flipped Classroom

作　　者：戴俊红[1] 申建军[1] 

机构地区：[1]南京晓庄学院外国语学院,江苏南京211171

出　　处：《南京晓庄学院学报》2016年第6期121-124,共4页Journal of Nanjing Xiaozhuang University

基　　金：江苏省高等教育教改课题"基于‘微课+翻转课堂’的混合式大学英语教学模式改革与实践"(2015JSJG479)

摘　　要：翻转课堂和微课在教育主管部门的推动下日渐盛行,它们在实现"以学习者为中心"的教育理念中有着独特的优势.微课和翻转课堂相辅相成,互为促进,然而技术的精进却离不开人的主观能动性.教师和学生观念、角色的转变是有效实施翻转课堂、高效利用微课的关键所在.只有当教师从传统的知识传递者转变为微课的设计者和制作者、课堂学习的组织者和参与者、学生学习的促进者和帮助者,只有当学生由被动的知识接受者自觉转变成主动的学习者和积极的知识探究者,翻转课堂才能真正发挥其优势,促进教学质量的提高,帮助学生成为自主学习者和终身学习者.Flipped classroom and micro lessons have become the focus of education due to their special advantages in the “student-based” teaching concept. They complement and promote each other;however, human’s subjective initiative is indispensable to technology advancement. The transformation of teachers’ and students’ roles is the key to the successful implementation of flipped teaching and micro lessons. Only when teachers change their roles from the traditional knowledge transmitters to micro-lesson designers, classroom organizers, classroom participants, students’ helpers and facilitators;and only when students change their roles from passive knowledge receivers to ac-tive knowledge learners and explorers, can flipped teaching exert its advantages, improve the teaching quality and help learners become autonomous and lifelong learners.

关 键 词：翻转课堂 微课 角色转变 

分 类 号：G434[文化科学—教育学]