翻转课堂理念和任务驱动法在会计教学中的协同应用——以外购无形资产的核算为例  

The Collaborative Application of Flipped Classroom Concept and Task-driven Method in Accounting Teaching:Taking the Accounting of Purchased Intangible Assets as an Example

作　　者：周萍[1] Zhou Ping

机构地区：[1]金华广播电视大学,浙江金华330703

出　　处：《科教文汇》2020年第7期102-103,160,共3页Journal of Science and Education

基　　金：浙江广播电视大学2018年教学改革项目(项目编号:XKG201806);浙江广播电视大学“312人才培养工程”培养项目(项目编号:31)。

摘　　要：翻转课堂主张“先学后教、自主学习”的理念,注重学生的自主探究与合作,更加关注学生的主体体验。但翻转课堂理念如若脱离了其他教学方法的辅助,则容易流于形式,无法收到实质性的教学效果。任务驱动法以任务为导向,在教学过程中通过一个个课堂任务,能够很好地考查学生在自学环节的掌握情况。因此,在会计教学过程中协同应用翻转课堂理念与任务驱动法,能够使翻转课堂理念真正“落地”,收到实效。The flipped classroom concept advocates"learn first,teach later,and learn independently".It focuses on students'independent exploration and cooperation,and pays more attention'tance of other teaching methods,the concept of flipped classroom is likely to become a mere form and cannot achieve substantial teaching effects.Task-driven method is task-oriented.In the process of teaching,students'mastery of self-study can be well examined through one classroom task after another.Therefore,the combination of flipped classroom concept and task-driven method in the application of accounting teaching process makes the flipped classroom concept truly"landed"and achieve real results.

关 键 词：翻转课堂 任务驱动法 会计教学 协同应用 

分 类 号：G642[文化科学—高等教育学]