从“程序重置”到“深度学习”——翻转课堂教学实践的深化路径  

From “Sequence Reset” to “In-Depth Learning”:The Deepening Approach to the Flipped Classroom Instruction

作　　者：朱文辉[1] 李世霆 ZHU Wen-hui;LI Shi-ting(College of Education, Shanxi University, Taiyuan 030006, China)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《教育学报》2019年第2期41-47,共7页Journal of Educational Studies

基　　金：2015年教育部人文社会科学研究青年基金项目"教学伦理的评价指标体系与动态监控研究"(项目编号:15YJC880148)的阶段性成果

摘　　要：作为教学形式的一种逆序化创新,翻转课堂必然在程序和内核上均含有对传统教学的"翻转"之意。但停留于"程序重置"的我国翻转课堂的教学实践却陷入到课前自学从教师直接灌输到教师通过"微视频"灌输、课中合作探究有形无实、课后作业"传统"未变等浅层变革的误区之中。从结构主义的视角来看,程序重置只是翻转课堂的表层属性,深度学习才是翻转课堂的本质属性。走出翻转课堂停留于程序重置的误区,彰显翻转课堂促进学生深度学习的本质属性,需要在课前自学阶段将微视频制作的理论基础从泰勒的目标模式转换为杜威的问题中心模式;在课中活动阶段,以合作探究的方式来达至相对客观之真理;在课后巩固阶段,以新颖的作业形式来发展学生的高阶能力。As a kind of reverse innovation in teaching form, flipped classroom must have the meaning of “flipping” to traditional teaching both in procedure and kernel. However, the teaching practice of flipped classroom instruction in our country has been stuck in “sequence reset” and has fallen into the wrong moves: pre-class self-study changes from teacher’s direct instilling to their instilling via “micro video”;in-class inquiry is very superficial and ineffective;and homework is traditional and unchanged. From the viewpoint of structuralism theory, time sequence reset is only the surface attribute of the flipped classroom, while in-depth learning is its essential attribute. Therefore, we should overcome the teaching difficulties of formalism and realize the essential attribute of flipped classroom to promote in-depth learning. We need to transform the theoretical basis of Micro-video production, which means a change from Taylor’s goal model to Dewey’s problem-centered model in the pre-class self-study phase. We should make use of the way of cooperation and exploration to achieve the relative objective truth in the activity stage of class. Besides, we should develop students’ higher order ability using new types of homework in the consolidation stage after class.

关 键 词：翻转课堂 程序重置 结构主义 深度学习 

分 类 号：G42[文化科学—课程与教学论]