翻转课堂的教师修为与作为  

Study on Teachers' Self-Cultivation and Conduct for Flipped-Classroom

作　　者：南余荣[1] 孙惠英[1] NAN Yu-rong;SUN Hui-ying(College of Information Engineering, Zhejiang University of Technology, Hangzhou 310023, China)

机构地区：[1]浙江工业大学信息工程学院,浙江杭州310023

出　　处：《电气电子教学学报》2018年第6期6-11,共6页Journal of Electrical and Electronic Education

基　　金：浙江省高等教育课堂教学改革研究项目"基于探究性学习的<电力电子技术>翻转课堂研究与实践"(kg20160057);浙江省首批精品在线开放课程<电力电子技术>(2016N14);浙江省"十二五"普通本科高校新兴特色专业建设项目(2014N008)

摘　　要：为了提高翻转课堂的教学效果,本文阐述了教师修为与作为。教师在翻转课堂中要提高自身修为,推进翻转课堂的教学改革。同时,教师在翻转课堂中应有更多作为,建立评价体系,精心设计课堂教案,以解决问题为导向指引学生进行探究性学习、协同学习,培养学生的创新能力。教师精心设计的翻转课堂为提高学生素质提供了一条有效途径。In order to improve the effect of flipped-classroom teaching,teachers′self-cultivation and Conduct are expounded in this paper.The teachers′self-cultivation should be improved to promote the teaching reform of the flipped-classroom.In addition,more conducts,such as the establishment of evaluation system and carefully designed classroom teaching plans,should be achieved by the teachers in flipped-classroom to guide students to carry out inquiry-based learning and collaborative learning and to cultivate the students′innovation abilities based on the direction of solving problems.The flipped-classroom designed by teachers provides an effective way to improve the quality of students.

关 键 词：翻转课堂 修为 作为 

分 类 号：G645[文化科学—高等教育学]