基于移动学习的光学课程翻转课堂设计与实证研究  

DESIGN AND EMPIRICAL RESEARCH OF FLIPPED CLASSROOM OF OPTICS COURSE BASED ON MOBILE LEARNING

作　　者：李玉强[1] 张丽[1] 阿克木哈孜·马力克[1] LI Yuqiang;ZHANG Li;AKIMHAZI Malik(College of Physical Science and Technology,Yili Normal University,Yining Xinjiang 835000)

机构地区：[1]伊犁师范学院物理科学与技术学院

出　　处：《物理与工程》2019年第2期64-69,共6页Physics and Engineering

基　　金：新疆普通高校教学改革研究项目(2017JG079);伊犁师范学院教学改革课题(JG20161632)

摘　　要：随着泛在学习理念的快速发展和普及,SPOC、翻转课堂等信息化课程建设的相关研究报道越来越多,但对契合边疆多民族地区的、校本化的相关课程建设和实证鲜有报道。本文基于移动学习环境,设计了基于校本化的SPOC光学课程翻转课堂教学模式。教学实践表明,该教学模式能激发学生学习兴趣、提高学生对学习时间的自主管理和支配、活跃面对面课堂授课教学效果、显著提高学生的学业成绩。基于教学实践反思,提出了立足学生实际,优化教学设计;基于学情分析,及时教学干预;围绕个性教学,丰富互动方式等教学设计应对策略。相关研究工作可为翻转课堂的设计和实践提供有益的借鉴。With the rapid development and popularization of ubiquitous learning concept, there are more and more research reports on the construction of information curriculums such as SPOC and flipped classroom, but the relevant curriculum construction and empirical study of the school-based in the border areas are seldom reported. In the mobile learning environment, this paper designs a school-based teaching mode of SPOC optical course flipped classroom. Teaching practice shows that the teaching mode can stimulate students' learning interest, improve students' autonomous management and control of learning time, make the face-to-face classroom teaching effect becomes active, and improve students' academic performance significantly. Based on the reflection of teaching practice, this paper puts forward some teaching design strategies, such as optimizing teaching design based on students' actual situation, timely teaching intervention based on the analysis of learning situation, and enriching interactive mode around personality teaching. The related research work can provide beneficial reference for the design and practice of flipped classroom.

关 键 词：SPOC 翻转课堂 教育研究 

分 类 号：G434[文化科学—教育学] O43-4[文化科学—教育技术学]