翻转课堂模式及其有效实施策略刍议

翻转课堂模式及其有效实施策略刍议【摘要】这是一个飞速发展和变革的时代，与信息技术发展相适应，中小学的课程形态、教学模式也随之而变化，信息化教学成为新常态！翻转课堂应运而生，然而，随着翻转课堂的深入发展，其课堂教学改革意义已经凸显。有研究显示，翻转课堂作为个性化教学的有益实践模式，不仅提升了学生的学习效果，更促进了教师教学技能的发展。与此同时，翻转课堂与传统课堂间的矛盾冲突也逐渐暴露，导致改革的声音纷杂多样。正因如此，本文试图通过对翻转课堂的意涵旨归、翻转课堂在实践中遇到的问题来探讨翻转课堂在当代课堂教学的适应性，为促进我国的本土发展提供借鉴。   关键词：翻转课堂  问题  对策  方向思考 作者简介：    周雪梅，女，1992年生，广东东莞人，东莞理工城市学院2011级文学与传媒系，新闻传播专业本科毕业生，文学学士学位，2017年12月始于东莞大朗启明学校工作，2018年8月至今在大朗镇政府工作。在大学期间，有幸为东莞本土文化贡献力量，参与了南梅先生主编的《杜诗二字构词》的出版，也曾于广东新快报实习工作，在权威、主流媒体发表文章数十篇，也在《教育考试与评价》、《教学周刊》发表过教育论文。座右铭：耗尽千张纸，无非一片心！   A Brief Discussion on Flip Classroom Mode and Its Effective Implementation StrategyAbstract: This is an era of rapid development and change. Adapted to the development of information technology, the curriculum form and teaching model of primary and secondary schools have also changed. Informatization teaching has become a new normal! Flip the classroom comes into being, however, with the in-depth development of flip the classroom, its classroom teaching reform significance has been highlighted.Some studies have shown that reversing the classroom as a beneficial practice mode of individualized teaching not only improves the learning effect of students, but also promotes the development of teacher teaching skills. At the same time, the contradiction between the flip classroom and the traditional classroom is gradually exposed, resulting in a variety of voices of reform.Because of this, this paper tries to explore the adaptability of flipping classroom in contemporary classroom teaching through the meaning of flipping classroom and the problems encountered in practice, so as to provide reference for the local development of our country. Keywords: Flip Classroom     problem    countermeasure    direction  翻转课堂由来、意涵及旨归 翻转课堂是由可汗学院发展而来的。萨尔曼，可汗，是孟加拉国人，他从小聪明好学，展现了出色的数学天赋。他在麻省理工学院获得数学学士、电气工程与计算机科学学士及硕士学位后，还在哈佛商学院获得了MBA。在一次对表妹的远程辅导后，他将授课实况制成视频传上网站分享，自此好评如潮。这种将课堂内外事务“翻转”的方式，就是翻转课堂的雏形。他于2009年辞去金融分析师的工作，专心建设这一旨在为全球学生提供免费在线教育的“可汗学院”。2014年1月，YouTube上的“可汗学院频道”共吸引了163.3万订阅者，观看次数超过3.55亿次。萨尔曼•可汗已成为教育领域的超级巨星，并吸引了可观的资助，比尔•盖茨基金会先后提供了550万美元支持其事业。可汗认为，这种让学生在课下自定义进度观看视频学习，来到课堂再与教师互动交流的教与学的方式，使得课堂教学真正人性化。可汗学院的这种视频教学模式，逐渐就发展成为我们今天的翻转课堂！这是一个飞速发展和变革的时代，与信息技术发展相适应，中小学的课程形态、教学模式也随之而变化，信息化教学成为新常态！翻转课堂，首先由教师创建重难点突出、时长适中的教学视频，学生堂下自己去观看学习，学习完，再到课上与老师、同学交流反馈的课堂。翻转课堂的实质是，以学生为中心的，基于问题探究的自主、个性化学习。具体而言，翻转课堂的基本结构可分为“自学、测评、交流反馈”，包括课前、课中、课后三个部分，由教师或学生按照顺序完成多个教学环节，如图1所示：随着翻转课堂的深入发展，其课堂教学改革意义已经凸显。有研究显示，翻转课堂作为个性化教学的有益实践模式，不仅提升了学生的学习效果，更促进了教师教学技能的发展。与此同时，翻转课堂与传统课堂间的矛盾冲突也逐渐暴露，导致改革的声音纷杂多样。正因如此，本文试图通过对翻转课堂的意涵旨归、翻转课堂在实践中遇到的问题来探讨翻转课堂在当代课堂教学的适应性，为促进我国的本土发展提供借鉴。  翻转课堂在实践中遇到的问题                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           翻转课堂作为一种新的教学组织形式和教学理念，借助微课等技术为实现学生的自主个性化学习提供了极大的可能性。但是，无论是目前的微课设计，还是课堂的组织、设计都存在诸多问题。 教育技术“驱动”与教师工作负荷大 翻转课堂模式是信息技术介入课堂教学的结果，信息技术的利用对实施翻转课堂具有驱动作用，但对信息技术的过度的“倚重”，则将加大教师的工作负荷。显然，学生课前观看的教学视频并不能是教师课堂教学的简单再现。录制教学视频，教师要精心设计。教师要先梳理学科“知识结构图”，细化知识单元“颗粒”。教师进行知识内化后，有逻辑联系的知识点录制、编辑和发布教学视频。图2基于翻转课堂研讨式教学模式对于无法上网的学生，教师还需想法设法确保学生能获得学习资源，如将视频资料刻录成DVD、拷贝到移动存储盘设备上，方便学生回家观看。确保学生均能获取资源，教师需付出大量的时间和精力。在翻转课堂前，师生在空间上分离，学生的学习处于一种“游离”的状态，缺少面对面交流的监控，质量难以得到保证。为了保证在堂下能理解教学视频，促进知识的内化，教师还需指导学生观看视频。通过网络平台、社交平台或面对面方式对学生答疑解惑，对后台大数据进行分析，为学生学习提供持续诊断性和及时性反馈，这种长效的线上反馈机制必然要求教师投入大量时间和精力。先不论效果如何，师生间堂下的互动性交流，将大大加重了老师的工作量。此外，社会对教学的高期待、家长对考试成绩的高追求，也大大加重了教师的心理负荷。 教学环节不完整 近年来，我国教育者对翻转课堂进行了不少的研究发现，很多翻转课堂的教学环节都不够完整，普遍缺少课前的“测试”（包括重复学习再次测试）、“分析学生测试结果并收集其他反馈”这两个环节，而这两个环节是翻转课堂必不可少的部分。      实验研究中，还有不少翻转课堂实验效果不太理想。比如，北京师范大学通过对“2012级学生信息技术”课程进行翻转实验后，得出结论是FCM（Fliped Class Model,翻转课堂教学模式）有利于培养学习者中自主学习能力和协作、创新能力，但并不利于学习成绩较差的学生。信阳师范学院教育科学学院通过实验研究，发现翻转课堂并没有大幅度提高教学效果。 对学生评价的方式落后 在我国的翻转课堂实验研究中，大部分老师对学生的评价依然采用传统的评价方式，往往以期末考试等终结性评价为主而很少有针对课前学习活动和课堂协作活动的过程性评价。由于课程的的最终成绩无法完全体现在学生的课前、课上的努力，因此容易让学生参与活动时，敷衍了事，甚至对翻转课堂失去兴趣。  应对策略 （一）“慧”用资源，高效提质“登高而招，臂非加长也，而见者远；顺风而呼，声非加疾也，而闻者彰。假舆马者，非利足也，而致千里；假舟楫者，非能水也，而绝江河。君子生非异也，善假于物也。”翻转课堂实践之初，必然面临各种问题与挑战。在实际操作中，翻转课堂可以采用“以点带面，借中求进”的策略，主要做法可以有： 借力平台资源，构建课程资源链。 通过收集下载国家、省资源平台上的部分优课、微课等资源和本校教师制作的部分微课建立了校本资源库，为更好利用资源提供了便利。同时，利用好国家、省市的教育资源平台，对优质资源直接使用，对不符合学生实际的资源进行二次开发使用，提升使用平台资源的效率。与此同时，自制或二次开发的课程资源上传共享，为丰富平台资源作出贡献。2.保障措施并行，促进应用新常态。评价是杠杆，制度是保障。要想有效利用平台资源，推动课堂翻转，须破解几个基础性的问题：一是家校沟通配合问题、二是学生学习自觉和自律性的问题、三是教师有意愿有方法的问题。关键在第三点。针对这三点，有条件的学校可启用专项激励资金，用于奖励在使用资源平台方面效果突出的老师，并将使用平台资源纳入教师专业培训、学校课程建设和校本教研等领域进行长效管理，以促进此项工作常态化。（二）“矫正——反馈”系统学习，补偿增效翻转课堂的“课前测试——反馈——再学习——再测试”这一过程的理论是依据美国教育心理学家Bloom的掌握学习法。Bloom认为，如果大多数学生都有足够的学习时间接受合适的教学几乎每一个人都能学好：建立“矫正——反馈”系统是掌握学习理论的一大特色，即要求教师在完成每一个章节的学习之后对学生通过补偿式学习达到标准。（三）多元评价，激发兴趣翻转课堂实践证明，在翻转课堂实践中，应该改变教学评价方式——“以传统的纸质笔试测试方式”是无法检验到学生在翻转课堂中全部的学习效果的...教师如何改变评价方式，采用多元化的评价方式以激发学生的学习热情和主动性、积极性，这也是急需思考的问题。至于评价的思维，不应该仅仅是单一的正确率，而是要建立一套记录评价学习态度、合作精神、逻辑思维、努力程度和创新能力等多方面的多元评价体系。  对翻转课堂的一些思考 （一）我们要建设什么样的课堂？   “六年正影响，一生正能量”是我在大朗启明学校里真正领悟到的法宝，学生在校学六年，未来管用一辈子。 教育的核心除了传教授业，还有让学生认识自己，提高自己！哲学的三大终极问题：我从哪里来？我是谁？我要到哪里去？教育最大的缺失就是不知道“我是谁？”！教育、读书的终极目标就是“为天地立心，为生民立命，为往圣继绝学，为万世开太平”，除了教了传道授业外，还应该给孩子们传递多点正影响。教无定法，学无定法，究竟什么样的课才能称得上是一堂好课呢？教育面对的对象是学生，培养的对象是人，站在学生的角度考虑，让学生从课堂中发现自己存在的价值。顺应时代发展的潮流，翻转课堂作为个性化教学的有益实践模式，倘若施行得好，不但能提升学生的学习效果，还能促进了教师教学技能的发展。教无定法，学无定法，好课没有一定的标准。那么，值得教育者思考的一个问题——我们要建设什么样的课堂？什么样的课堂才能称之为高效的课堂？一堂真正高效的课堂，应该是一堂能发展学生思维、动手能力，培养学生好习惯的课堂；一堂真正高效的课堂，应该是一堂能激发学生学习兴趣的课堂；一堂真正高效的课堂，应该是一堂有教学艺术的课堂，既注重过程，也注重结果！教育信息化的发展，翻转课堂正悄然的推进了教育模式的改变...  翻转课堂的新、老朋友融合！ 翻转课堂，是在传统模式课堂上的创新模式，翻转课堂，正悄然改变着教育生活的模式。如语文学科例子，老朋友——听说读写能力，新朋友——预习单、微视频、小组合作交流能力！翻转课堂的实践，并不意味着抛弃传统课堂的模式，重新建立新的课堂模式，而是“扬弃”，取其精华，去其糟粕，批评继承，推陈出新，革故鼎新！ （三）翻转课堂是否值得尝试？众所周知，中国古代四大发明，是指造纸术、指南针、火药及印刷术，中国古代四大发明是中国汉族先民为世界留下的一串光耀的足迹，为人类文明进步作出巨大贡献的象征。时代在进步，新的四大发明应运而生！高铁、支付宝、共享单车以及网上购物被称为“新的四大发明”，任何改革，都是需要经历磨难的，不妨顺应时代的潮流，以翻转课堂为推进！实践翻转课堂的过程，需要经历磨难，磨难并不可怕，可怕的是没有突破创新的教育心思。唯物辩证法认为，一切事物的发展都是前进性和曲折性的辩证统一。翻转课堂实践发展的过程，虽然道路是曲折的，但前途是光明的。因为哲学的发展原理告诉我们，事物变化发展的方向和道路都是由肯定到否定，再到否定之否定的循环往复的前进过程，不断地自己发展自己、自己完善自己的过程...翻转课堂，未来可瞻！     参考文献： 杨玉芹，启发性挫败的设计研究——翻转课堂的实施策略，教学研究与教师专业成长，2014.11. 孙彦彬，游戏性翻转课堂教学模式的构思与实证研究，现代化教育技术，2016,11,12. 何克抗，从“翻转课堂”的本质%2C看“翻转课堂”在我国的未来发展，电化教育研究，2014.07. 吴仁英，王坦，翻转课堂%3A教师面临的现实挑战及因应策略，教育研究，2017.02. 孙峰，龙宝新，翻转课堂的理性反思与本土化建构，课程与教学，2015.09. 叶波，翻转课堂颠覆了什么——论翻转课堂的价值与限度，课程教学教法，2014.10. 莫永谊，翻转课堂教学理念下的合作学习模式研究，研究生教学，2016.04. 庞忠荣，翻转课堂研究述评，中国教育技术装备，2014.09. 赵兴龙，_翻转课堂中知识内化过程及教学模式设计，现代远程教育研究，2014.12. 范文翔，马燕，李凯，邱炳发，移动学习环境下微信支持的翻转课堂实践探究，开放教育研究，2015.06.  1. Origin, meaning and purpose of flipped classroomFlipped classroom was developed by khan academy. Salman khan, a bangladeshi, was smart and studious from an early age and showed great mathematical talent. He received a bachelor's degree in mathematics from MIT, a bachelor's and master's degree in electrical engineering and computer science, and an MBA from harvard business school. After a remote tutoring of his cousin, he posted his lectures on video and Shared them on the website. This way of "flipping" the internal and external affairs of the classroom is the prototype of flipped classroom. He quit his job as a financial analyst in 2009 to concentrate on building the khan academy, which offers free online education to students around the world. In January 2014, YouTube's khan academy channel attracted 1.633 million subscribers and more than 355 million views. Salman khan has become a superstar in education and has attracted considerable funding, with the Bill Gates foundation providing $5.5m to support his cause.Khan believed that this way of teaching and learning, which allows students to watch video learning and interact with teachers in class, makes classroom teaching truly human. The video teaching model of khan academy gradually developed into our flipped classroom today!This is an era of rapid development and reform, which is in line with the development of information technology. The curriculum form and teaching mode of primary and secondary schools also change accordingly. Flip class, first by teachers create heavy difficulty and teaching video of moderate length, students study hall next to watch, learn, communicate with teachers and classmates feedback to the class of the class. The essence of flipped classroom is the independent and personalized learning of student-centered and question-based inquiry. Specifically, turn over the basic structure of the classroom can be divided into "self-study, measurement, communication feedback", including three parts before, class, after class, finished by teachers and students in accordance with the order multiple teaching link, as shown in figure 1:With the further development of flipped classroom, its significance of classroom teaching reform has been highlighted. Some studies have shown that flipped classroom, as a beneficial practice model of personalized teaching, not only improves students' learning effect, but also promotes the development of teachers' teaching skills. At the same time, the conflict between flipped classroom and traditional classroom is also gradually exposed, leading to a variety of voices of reform. Because of this, this article attempts through to flip the implication of classroom orientation, flip the classroom in practice to discuss the problem of turning classroom in the adaptability of contemporary classroom teaching, in order to promote the local development of our country for reference.2. Problems encountered in flipped classroom in practiceAs a new form of teaching organization and teaching concept, flipped classroom provides a great possibility to realize students' independent and personalized learning with the help of micro-course and other technologies. However, there are many problems in the design of micro-course, as well as in the organization and design of class.(1) education technology "drives" and heavy workload for teachersFlip class mode is the result of information technology in the classroom teaching, the use of information technology to implement reverse classroom have driven effect, but the excessive "rely on" of information technology, will increase the teachers' work load. Obviously, the video that students watch before class cannot be a simple reproduction of teachers' classroom teaching. Recording teaching video, teachers should be careful design. Teachers should first comb the subject "knowledge structure map" and refine the knowledge unit "particles". After the internalization of knowledge, teachers record, edit and publish teaching video with knowledge points logically connected.Figure 2 is based on the flipped classroom discussion-based teaching modelFor students unable to surf the Internet, teachers also need to ensure that students can get learning resources, such as the burning DVD video data, copy to the mobile storage device, convenient for students to watch at home. It takes a lot of time and effort to ensure that students have access to resources.Before flipped classroom, teachers and students are separated in space, and students' learning is in a state of "dissociation". Without face-to-face communication monitoring, quality cannot be guaranteed. In order to understand teaching video in class and promote the internalization of knowledge, teachers also need to guide students to watch video. Through the network platform, social platform or face to face means the answer to the student, analyze the large background data, provide continuous diagnostic and timely feedback for students learning, the effect of online feedback mechanism for teachers spend a lot of time and energy.Regardless of the effect, the interactive communication between teachers and students will greatly increase the workload of teachers. In addition, the high expectations of the society for teaching and the high pursuit of exam results by parents have greatly increased the psychological burden of teachers.(2) incomplete teaching linksIn recent years, our country's educators to flip the classroom, a lot of studies have found that many flip classroom teaching links are incomplete, lack of the "test" before class (including repetition test again), "analysis of test results and collect other feedback" these two links, but the two link is a crucial part of the classroom.In the experimental research, there are also many flipped classroom experiment results are not ideal. Beijing normal university, for example, through the "Class of 2012 students" information technology curriculum turn after the experiment, the conclusion is the FCM (Fliped Class Model, flip the classroom teaching mode) to cultivate learners' autonomous learning ability and cooperation, innovation, but is not conducive to students with poor grades. Through experimental research, education science college of xinyang normal university found that flipped classroom did not greatly improve the teaching effect.The way of evaluating students is backwardIn turn the classroom experiment research in China, most of the teacher to the students' evaluation still adopts the traditional evaluation method, often is given priority to with summative evaluation, such as the final examination and there are very few in the process of learning and collaborative classroom activities before class evaluation. As the final score of the course cannot be fully reflected in the efforts of students before and during class, it is easy for students to participate in activities, perfunctorily, or even lose interest in flipped class.Third, coping strategies(1) "hui" USES resources to improve quality and efficiency"When you climb high, you will not lengthen your arms. The wind and breath, the voice is not accompanied by disease, but the listener zhang. A false horse makes a thousand miles, not for its own good. A fake boat cannot move water, but never rivers. A gentleman is not different, but good is false. At the beginning of flipped classroom practice, it is inevitable to face various problems and challenges. In practice, flipped classroom can adopt the strategy of "taking points with faces and making progress through borrowing". The main approaches can be as follows:1. Leverage platform resources to build curriculum resource chain.By collecting and downloading some excellent courses, micro-courses and other resources on national and provincial resource platforms, as well as some micro-courses produced by teachers of our school, we have established a school-based resource library, which provides convenience for better utilization of resources. At the same time, make good use of national, provincial and municipal education resources platform, the direct use of high quality resources, does not meet the students the second development of the resources of the practical use, improve the efficiency of using platform resources. At the same time, the course resources of homemade or secondary development are uploaded and Shared, contributing to the enrichment of platform resources.2. Parallel safeguards to promote the application of the new normal.Evaluation is leverage, system is guarantee. To effectively utilize resources platform, promote classroom, must solve several fundamental questions: one is parent-school communication matching problem, the other is students' learning consciousness and self-discipline, three teachers will have a way of problem. The point is number three. In view of these three points, conditional schools can enable the special incentives, to reward effect of outstanding teachers in using the resource platform, and will use the platform resources into the teachers' professional training in the construction of school curriculum and school-based teaching and research, long-term management, so as to promote the work routine.(2) "correction -- feedback" system learning, compensation and efficiency improvementThe theory behind flipped classroom's "pre-class testing -- feedback -- re-learning -- re-testing" process is based on the mastery learning method of American education psychologist Bloom. Bloom thinks, if the majority of students have enough time to accept the appropriate teaching almost everyone can learn: establish a "correction - feedback" system is one of the features of mastery learning theory, which requires teachers to complete each section after learning for students to learn by compensating standard.(3) multiple evaluation to stimulate interestFlip classroom practice has proved that in turn classroom practice, should change the way of teaching evaluation - "in the traditional way of paper written test" is unable to inspection to all the students in turn the classroom learning effect... It is also an urgent question for teachers to change their evaluation methods and adopt diversified evaluation methods to stimulate students' enthusiasm, initiative and enthusiasm for learning.As for the evaluation of thinking, should not be merely a single accuracy, but to set up a record evaluation learning attitude, cooperation spirit, logical thinking, degree of efforts and innovation ability and other aspects of the multiple evaluation system.4. Some thoughts on flipped classroomWhat kind of classroom are we going to build?"Six years of positive influence, a lifetime of positive energy" is the magic weapon that I truly realized in the school of dalang qiming. Students study for six years in school, and the future will work for a lifetime. The core of education is not only teaching, but also making students know themselves and improve themselves!The three ultimate questions of philosophy: where do I come from? Who am I? Where am I going? The biggest loss of education is not knowing "who am I?" ! The ultimate goal of education, reading is "for the world heart, to the o life, for wan shikai, is peaceful", in addition to teach the knowledge, also should give the children send multicast are affected.Teach indeterminate law, learn indeterminate law, what kind of class ability can be called a good lesson after all? Education is for students and for people. From the perspective of students, students can find the value of their own existence in class. Keep up with the trend of the era development, turning the classroom as the beneficial practice of personalized teaching mode, if performing well, not only can improve students' learning effect, also can promote the development of the teachers' teaching skills.There are no definite standards for teaching and learning. So, the question that deserves educators' attention -- what kind of classroom are we going to build? What kind of class is an efficient class? A truly efficient class should be one that can develop students' thinking and practical ability and cultivate students' good habits. A truly efficient class should be one that can stimulate students' interest in learning. A truly efficient class should be a class with teaching art, paying attention to both process and result! With the development of education informatization, flipped classroom is quietly promoting the change of education mode.(ii) integration of old and new friends in flipped classroom!Flipped classroom is an innovative model in the traditional model class. Flipped classroom is quietly changing education's life model. For example, old friends -- listening, speaking, reading and writing skills, new friends -- preview sheet, micro-video, group cooperation and communication skills! Flip the classroom practice, does not mean abandoning traditional classroom model, to establish new class mode, but "sublation", the good and discard the dregs, critical inheritance, innovation and keeps improving through reforms.(3) is flipped classroom worth trying?As is known to all, the four great inventions of ancient China, is refers to the papermaking, the compass, gunpowder, and printing, the four great inventions of ancient China, the han nationality ancients China left a string of guangyao footprint in the world, a symbol of the progress made great contribution to human civilization. The Times are advancing, and four new inventions have come into being! High-speed rail, pay treasure, share, cycling, and online shopping is known as "new four great inventions", any reform, are all need to experience the hardships, might as well conform to the trend of The Times, to turn the classroom to promote!The process of practicing flipped classroom requires suffering. Suffering is not terrible. What is terrible is the education idea that does not break through innovation. Materialist dialectics believes that the development of all things is the dialectical unity of progressiveness and inflection. Although the course of flipped classroom practice development is tortuous, the future is bright. Because of the development of philosophy of principle tells us that things change direction and road to development is sure to deny, to the forward process of the cycle of negation of negation, continuously develop themselves, improve their own process... Flip the classroom, look ahead!References:[1] Yang yuqin, design research of inspiring frustration -- implementation strategy of flipped classroom, teaching research and teacher professional growth, November 2014.[2] sun yanbin, conception and empirical research on the teaching model of game flipped classroom, modern education technology, 2016,11,12.[3] he kekang, the future development of flipped classroom in China from the essence of %2C of flipped classroom, research on education electrochemical, July 2014.[4] wu renying, wang tan, practical challenges and coping strategies faced by teachers of flipped classroom %3A, education research, February 2017.[5] sun feng, long baoxin, rational reflection and localization construction of flipped classroom, curriculum and teaching, September 2015.[6] ye bo, what flipped classroom upsets -- on the value and limit of flipped classroom, teaching method of curriculum teaching, October 2014.[7] mo yongyi, research on cooperative learning model under the concept of flipped classroom teaching, postgraduate teaching, 2016.04.[8] pang zhongrong, review of flipped classroom research, education technical equipment of China, September 2014.[9] zhao xinglong, _ knowledge internalization process and teaching model design in flipped classroom, modern remote education research, December 2014.Fan wenxiang, ma yan, li kai, qiu bingfa, practical research on flipped classroom supported by WeChat in mobile learning environment, open research on education, June 2015.本文共7221字