基于微课的翻转课堂教学模式构建及实践——以多媒体技术基础实训课为例  

The Construction and Practice of Flipping Classroom Teaching Model Based on Micro Class:Taking the Practice Course of Multimedia Technology as an Example

作　　者：李学孺 LI Xueru(School of Teacher Training, Yuxi Normal Universty, Yuxi, Yunnan, 653100)

机构地区：[1]玉溪师范学院教师教育学院,云南玉溪653100

出　　处：《玉溪师范学院学报》2019年第1期107-111,共5页Journal of Yuxi Normal University

摘　　要：微课与翻转课堂既存在密切联系,同时又有着不同的内涵和关注点。微课属于数字教育资源的范畴,而翻转课堂则是一种新型教学方式或教学组织形式。基于微课的翻转课堂教学模式主要涉及课前知识传递、课中知识内化以及课后评价反思三个部分,分别对应教师和学生的活动内容。从网络平台中学生学习数据的收集及课堂上的观察,多媒体技术基础课程使用翻转课堂教学后,学生学习行为有所改善,任务及作业完成情况较好。大多数认同翻转课堂教学,认为翻转课堂有利于提高学习效果,提升理解和掌握知识的能力,促进师生和生生之间的交流,并在提高个人自主学习、促进知识迁移应用、培养独立性以及解决实际问题等方面发挥积极作用。The micro-class and the flip class are closely related, but also have different connotations and concerns. Micro-class belongs to the category of digital education resources, and flipping classroom is a new teaching method or a teaching organization form. The flipping classroom teaching model based on micro-lesson mainly involves three parts: knowledge transfer before class, internalization of knowledge in class and reflection after class evaluation, corresponding to the activities of teachers and students respectively. From the data collection and the observation in the classroom, the students’ learning behavior is improved, and the task and homework are completed better after the multimedia technology basic course is used in flipping classroom teaching. Most agree that flipping classroom teaching is beneficial to improve the learning effect, improve the ability of understanding and mastering knowledge, promote the communication between teachers and students, and promote individual self learning, and promote the application of knowledge transfer, thus playing an active role in cultivating students’ ability to solve practical problems independently.

关 键 词：微课 翻转课堂 教学模式 多媒体技术基础 

分 类 号：G434[文化科学—教育学]