乡村中学的翻转课堂研究——以山东省某镇中学为例  

Research on Flipped Classroom in Rural Middle School: a case study of a Rural Middle School in Shandong

作　　者：刘娟娟[1] 周雪涵 徐舜平 张羽[1] 

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《教育发展研究》2017年第15期15-24,共10页Research in Educational Development

基　　金：清华大学教育研究院在线教育课题组的研究成果之一;广东全通教育股份有限公司资助

摘　　要：在线开放教育为优质教育资源共享带来了契机。翻转课堂依赖优质教育资源开放共享的优势,对提升教育资源薄弱学校的教育质量、促进基础教育均衡发展意义重大,因此对教育资源薄弱学校的翻转效果进行研究有现实意义。本文通过运用两期、多期双重差分法以及简单线性回归模型对山东一所乡村中学的翻转教学实践进行研究,通过课堂观察、访谈、问卷调查、管理数据等的采集,考察了翻转课堂教学改革对该校学生认知能力和非认知能力的影响。研究发现,在认知能力方面,翻转课堂在短期内有助于学生数学成绩的提升,而从长期看来,翻转课堂不仅不能显著提高学生的学业成绩,反而对学生的英语成绩有显著的消极影响;在非认知能力方面,翻转课堂使得师生关系更为融洽,但是学生的学习能力自我效能感有所降低。In the era of information technology, flipped classroom, with its advantage of opening and sharing of high-quality educational resources, has great potentials to improve education quality in weak schools and thus improve education equity. Thus, it is necessary to explore the effects of flipped classroom in weak schools. In this article, using difference-in-difference model and OLS model, we study the case of a weak rural middle school in Shandong, and estimate the influence of flipped classroom on the students＂ cognitive abilities and non-cognitive abilities by classroom observation, interviews, and quantitative analysis. We find that, in terms of cognitive abilities, flipped classroom can significantly improve students＂ mathematical scores in a short time, however, flipped classroom has no impact on students＂ mathematical and Chinese scores, and it has a significant and negative impact on students＂ English scores in the long run. In terms of non-cognitive abilities, flipped classroom makes the relationship between teachers and students more harmonious.

关 键 词：乡村中学 翻转课堂 学业评价 基础教育均衡发展 

分 类 号：G434[文化科学—教育学]