基于核心素养的“电动力学”翻转课堂教学效果的实证研究  

AN EMPIRICAL STUDY ON TEACHING EFFECT OF ELECTRODYNAMICS FLIPPED CLASSROOM BASED ON KEY COMPETENCIES

作　　者：郭芳侠[1] 刘琦 李贵安[1] 王晅[1] GUO Fangxia;LIU Qi;LI Guian;WANG Xuan(School of Physics and Information Technology,Shaanxi Normal University,Xi an Shaanxi 710119)

机构地区：[1]陕西师范大学物理学与信息技术学院

出　　处：《物理与工程》2019年第3期105-112,121,共9页Physics and Engineering

基　　金：2017年度陕西高校教学改革研究重点项目“基于学本评价的翻转课堂教学效果的实证研究”(项目编号:17BZ014)

摘　　要：本文以“电动力学”课程学习者为研究对象,采用了综合素质、科学态度、网络学习自我效能感、深度学习四个量表,利用描述性统计、秩和检验和相关性分析等方法研究翻转课堂对学习者核心素养的影响。研究发现,翻转课堂教学模式能显著提高学习者的综合素质及网络学习自我效能感,但对科学态度的影响较小;学习者的网络学习总体属于深度学习,但还有提升空间;科学态度、综合素质及网络学习自我效能感之间呈显著正相关,科学态度高分组在综合素质、网络学习自我效能感各维度及总体上显著高于中低分组。This paper uses comprehensive quality scale,Colorado Learning Attitude About Science Survey,e-learning self-efficacy scale and deep learning scale to research the influence of flipped classroom on learners key competencies.It takes learners of Shaanxi Normal University who participated in the course of Electrodynamics as the research objects.The main statistical methods used in the paper including descriptive statistics,independent sample t-test and correlation analysis,and so on.It is found that flipped classroom can significantly improve learners comprehensive quality and e-learning self-efficacy,but have less influence on scientific attitude.The learners e-learning is in the level of deep learning,but there is also room for improvement.Furthermore,it has significant positive correlation between learners scientific attitude,comprehensive quality and e-learning self-efficacy.The group of high score of scientific attitude is significantly higher than that of middle and low group in each dimension and overall of comprehensive quality and e-learning self-efficacy.

关 键 词：核心素养 翻转课堂 实证研究 

分 类 号：G63[文化科学—教育学]