大学翻转课堂的理论基础、教学设计与评价——一项基于对照实验的系统评价  

Theoretical Foundation,Design and Evaluation of Flipped Classroom Teaching in Universities:A Systematic Exploration of Control Experiment Studies

作　　者：蒙艺 刘蕊煊 MENG Yi;LIU Ruixuan(School of Law and Sociology,Chongqing Technology and Business University,Chongqing 400067,China)

机构地区：[1]重庆工商大学法学与社会学学院,重庆400067

出　　处：《宁波大学学报（教育科学版）》2023年第5期51-59,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：重庆市教委文社会科学规划项目“中德社会工作硕士教育现状、问题改革的比较研究”(19SKGH093);重庆市重庆工商大学研究生科研创新项目(yjscxx2022-112-99)。

摘　　要：运用系统评价方法搜集整理大学翻转课堂教学对照实验研究的中英文文献,最终选取17项对照实验研究,采用主题分析法对纳入文献进行分析,提炼的核心主题为翻转课堂教学实验研究的三个核心要素,理论基础、教学设计与效果评价。主题分析结果显示:大学翻转课堂作为一种创新教学模式,通过课前学生自主学习教师给定的资料,课堂学生主导学习教师安排的活动,课后学生自主复习教师布置的作业,对于学生的知识技能与行为态度均有积极影响。值得注意的是,如果翻转课堂的教学设计不考虑翻转课堂的教学负担、学生层次,课程性质、教学内容等因素,翻转课堂教学不仅不能提升学生的学业成绩和学习能力,还会对学生的学习态度和学习行为产生消极影响。This article applied the systematic evaluation method to examine the Chinese and English literature on the 17 selected control experiment studies concerning university flipped classroom teaching to explore the theoretical foundation,instructional design and effect evaluation.The results showed that the flipped classroom,as an innovative teaching model,has a positive effect on students’literacy and behavioral attitude,being worth promoting vigorously.However,it also noted that,if the instructional design of flipped classrooms does not consider the factors like teaching load,students grade,curriculum nature and content,the flipped classroom teaching will fail to improve students’academic performance and learning skills,and even produce a negative impact on students’learning attitudes and behaviors.

关 键 词：大学课堂教学 翻转课堂 对照实验 系统性评价 

分 类 号：G434[文化科学—教育学]