共查询到20条相似文献，搜索用时 31 毫秒
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《佳木斯教育学院学报》2015,(12)
"翻转课堂"自从随着"可汗学院"的推广而被世界所为熟知,就一直吸引着各国教育界和学者的关注。本论文主要选取了斯坦福大学和山西新绛中学两个学校,根据其在翻转课堂上的探索,对中国和美国的翻转课堂在教学模式、教学环境、教学理念、教学评估方面进行比较和剖析,了解其存在的差异,取其精华、去其糟粕,为今后翻转课堂在我国的发展提供前车之鉴,对于我国教育事业的改革和创新具有重要的现实意义。 相似文献
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从“翻转课堂”的本质,看“翻转课堂”在我国的未来发展 总被引：4，自引：0，他引：4
文章对"翻转课堂"的由来、"翻转课堂"的发展、"翻转课堂"的作用与效果、实施"翻转课堂"的限制条件与面临的挑战、从中国"跨越式教学"与西方"翻转课堂"的比较中探讨"翻转课堂"的本质特征以及中国式"翻转课堂"在我国的未来发展等六个方面,较深入地论述了"翻转课堂"的真正内涵与本质,并为"翻转课堂"在我国的未来发展("翻转课堂"的中国化)指出了明确的、可实施的努力方向。 相似文献
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《中学政治教学参考》2015,(36)
思想政治课与翻转课堂相结合,对教学组织者和参与者带来认识、理解和实践等方面的困惑。从现实教学中普遍存在的三个共性问题出发,回答思想政治课"翻转"的必要性和"翻转"带来的担忧,着重论述思想政治课有效"翻转"必须坚持的"四个统一",探究思想政治课有效"翻转"的良方。 相似文献
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《校园英语(教研版)》2016,(30)
近些年我校对高职英语课堂做了多种改革尝试,目前引入"翻转课堂"教学模式。本文从什么是翻转课堂、翻转了什么、微课的设计制作和翻转课堂带来的问题等四个方面来阐述作者的教学实践心得。 相似文献
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《校园英语(教研版)》2016,(32)
<正>1.Introduction The one who first carried out the researches on flipped classroom is a professor of physics at Harvard University,Eric Mazur.Intended to make learning much more energetic,he created the peer instruction in 1990s and this method so far has already experienced ten-year explorations.Eric Mazur thought that learning can be divided into two steps.First is the knowledge transmission and second is absorbing process.Traditional teaching paid much attention to the first step while neglecting the 相似文献
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The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped‐classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared. 相似文献
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翻转课堂作为“互联网+教育”的产物受到了许多学者的青睐,但是在实施过程中翻转课堂的优势并没有真正发挥出来,随着实践的不断深入,翻转课堂的误区越来越明显。文章从厘清翻转课堂的概念出发,发现翻转课堂存在罗列书本内容、翻转形式机械运用、教师职能弱化、评价标准缺失的误区,并提出走出翻转课堂误区的路径,如科学规划教学内容、处理好“放手”与“松手”的关系、培养学生提出问题的能力、完善评价制度,以更好地促进翻转课堂的实施。 相似文献
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《大连教育学院学报》2016,(2):54-55
翻转课堂来源于国外,在本土化的过程中常存在学生学习能力不足,教师对翻转课堂认识肤浅和准备不足以及家长质疑等现象。因此教师在实施翻转课堂的时候要运用多种方式逐步提高学生的自学能力,对教师进行理念和技能两方面培训,通过参与和宣传赢得家长的支持等方式来提高翻转课堂的质量. 相似文献
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翻转课堂的学生满意度评价研究 总被引：1，自引：0，他引：1
关于翻转课堂学生满意度评价的实证研究表明:目前学生对翻转课堂教学的满意度和忠诚度总体较高,其决定性影响因子是学生对翻转课堂教学的质量感知,学生更多是基于学习过程体验和学习效果而作出满意度评价,设计翻转课堂的评教指标时应予以考虑。而学生对翻转课堂教学的质量感知主要受课程特征、教学设计、师生互动、网络学习平台和学习资源等五大关键因子影响,教师在翻转课堂教学实践中也应予以重点关注。 相似文献
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The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献