基于程序性知识的“抛锚式翻转课堂”教学模式的应用研究——以高校文献信息检索课为例  

The Applied Research of Teaching Model of Anchored Flipped Classroom Based on Procedural Knowledge:——Taking Chemical Information Retrieval Course in Universities as an Example

作　　者：汪兵兵 凡广伟[1] 王旦旦 李一梅[1] WANG Bing-bing;FAN Guang-wei;Wang Dan-dan;Li Yi-mei(School of Chemistry and Materials Science,Anhui Normal University,Wuhu,241000,China)

机构地区：[1]安徽师范大学化学与材料科学学院

出　　处：《高等理科教育》2019年第3期121-125,60,共6页Higher Education of Sciences

基　　金：2018年安徽师范大学研究生科研创新与实践项目“基于云教学平台的师范生化学实验教学论课程设计与模式研究”(项目编号:2018KYCX038)

摘　　要：结合安徽师范大学传统教学模式,针对化学文献检索课中的程序性知识教学效果不理想的现状,文章从知识分类的角度构建了程序性知识的“抛锚式翻转课堂”教学模式。通过课前微视频“一次抛锚”,课中“二次抛锚”和“三次抛锚”等方式,引导学生在程序性知识学习的三个阶段建构知识,课后利用综合性评价对实施效果进行分析与反思。随着教学的展开,发现该模式能充分调动学生的学习兴趣,促进学生将静态的知识转化为动态的技能,学生的自主学习能力与合作学习能力也得到提高。Combined with the use of the traditional teaching model of chemical literature retrieval courses in the procedural knowledge of teaching, its effect is not ideal status quo, this paper constructs a teaching model of anchored flipped classroom with procedural knowledge from the perspective of knowledge classification.Through the " first anchor" of pre-class micro-video, the class " second anchor" and " third anchor" and other ways to guide students to construct knowledge in the three stages of procedural knowledge learning, the teacher takes the analysis and reflection on the implementation effect after class by the comprehensive evaluation.With the development of the teaching, it is found that this model can fully mobilize the students' interest in learning, promote the students' ability to transform the static knowledge into dynamic skills, and enhance their autonomous learning ability and cooperative learning ability.

关 键 词：翻转课堂 抛锚式教学 程序性知识 文献信息管理 高校文检课 

分 类 号：G642.41[文化科学—高等教育学]