基于认知—发现理论的文献检索翻转课堂教学模式构建  

The Construction of Flipped Classroom Teaching Mode of Literature Retrieval Based on Cognitive Discovery Theory

作　　者：朱梦月 李丰[1] 

机构地区：[1]台州学院图书馆,浙江台州318000

出　　处：《图书馆研究与工作》2019年第3期35-39,86,共6页Library Science Research & Work

基　　金：台州学院2018年校立科研培育项目"基于认知-发现理论的文献检索翻转课堂教学模式构建"(项目编号:2018PY052);台州学院2017年课程教学模式改革项目"基于微课的翻转课堂在信息获取技术教学中的实践研究"(台学院教发[2017]95号)的研究成果之一

摘　　要：认知-发现理论的基本观点包括认知学习观、结构教学观、发现学习法。基于此理论的文献检索翻转课堂教学模式,明确了教师引导学生学习的方法、步骤及作用等,以期为教学改革提供理论和实践指导。该模式分两个阶段,第一阶段即新知识的获得(课前阶段),在理论指导上强调激发内在动机以促进主动认知,传授学科基本结构以促进知识掌握、转化和迁移,在实践操作上强调课前教师制作、学生观看微视频等步骤;第二阶段即知识的转化、评价(课中、课后阶段),在理论指导上强调创设情境以引导发现知识,多元反馈以强化学习效果,在实践操作上强调课中学生团队协作、成果展示及课后教师评价等步骤。The cognitive discovery theory includes cognitive learning,structural teaching and discovery learning.Based on this theory,the flipped classroom teaching mode of literature retrieval has made clear the methods,steps and functions of teachers to guide students'learning,in order to provide theoretical and practical guidance for the reform of teaching.The model is divided into two stages.The first stage is the acquisition of new knowledge(the pre class stage).On the theoretical guidance,it emphasizes stimulating internal motivation to promote active cognition,imparting the basic structure of the subject in order to promote knowledge mastery,transformation and migration.In practice,it emphasizes the steps of pre class teacher production and students watching micro video.The second stage is the transformation and evaluation of knowledge(in class,after class),it emphasizes the creation of situation in order to guide the discovery of knowledge,and to strengthen the effect of learning by multiple feedback.In practice,it emphasizes the steps of the team cooperation of the students in the class,the display of the results and teacher's evaluation after class.

关 键 词：认知-发现理论 文献检索 翻转课堂 教学模式 

分 类 号：G252.7[文化科学—图书馆学] G434