影响翻转课堂学习适应性的关键因素  

The Key Factors Affecting the Learning Adaptability of the Flipped Classroom

作　　者：秦超[1] 谢非[1] 高洁 QIN Chao;XIE Fei;GAO Jie(School of Education,Yunnan Minzu University,Kunming,Yunnan,China 650504;Information Institute,Yunnan Normal University,Kunming,Yunnan,China 650500)

机构地区：[1]云南民族大学教育学院,云南昆明650504 [2]云南师范大学信息学院,云南昆明650500

出　　处：《现代教育技术》2018年第5期54-60,共7页Modern Educational Technology

基　　金：2017年度教育部人文社会科学研究项目"慕课与翻转课堂:西南边疆省区高校课程创新的准备度及导入策略研究"(项目编号:17XJC880006)的阶段性研究成果

摘　　要：翻转课堂学习适应性是我国翻转课堂本土化实践中面临的一个重要问题。文章针对翻转课堂本土化过程中存在的问题,提炼出学习主动性(课前先学和课程参与度)、信息素养和认知前提特征三个关键因素,并分析了这三个关键因素对翻转课堂学习适应性的影响。文章发现,认知前提特征和信息素养对翻转课堂学习适应性具有显著的直接正向作用,并显著正向影响学习主动性;学习主动性(课前先学和课程参与度)对翻转课堂学习适应性的影响很微弱。文章的研究结论有助于推动翻转课堂研究的进一步发展,并为我国翻转课堂的本土化实施提供理论参考。The learning adaptability of the flipped classroom is an important problem faced in the practice of the localization of the flipped classroom in China. For the problems existing in the localization of the flipped classroom, three key factors, including learning initiative（self-study before class and course participation）, information literacy and cognitive prerequisite, were extracted, and further the influence of the three key factors on the learning adaptability of the flipped classroom was analyzed. The results showed that the cognitive prerequisites and the information literacy had direct positive effects on the learning adaptability of the flipped classroom, and also had significantly positive impact on the learning initiative, while the learning initiative（self-study before class and course participation） had little influence on the learning adaptability of the flipped classroom. The results of this paper were conductive to promoting the further development of the flipped classroom research and provided theoretical reference for the implementation of the localization of flipped classroom in China.

关 键 词：翻转课堂 学习主动性 信息素养 认知前提特征 

分 类 号：G40-057[文化科学—教育学原理]