| 翻转课堂中知识内化过程及教学模式设计 |
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| 引用本文： | 赵兴龙.翻转课堂中知识内化过程及教学模式设计[J].现代远程教育研究,2014(2):55-61. |
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| 作者姓名： | 赵兴龙 |
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| 作者单位： | 中央电化教育馆,北京100031 |
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| 基金项目： | “十二五”国家科技支撑计划“教育云规模化应用示范”项目（2013BAH72B00）之“优质教育资源整合”课题（2013BAH72B04）. |
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| 摘 要： | 国际语境中的“翻转课堂”，从本质上讲，强调的是学生课前使用在线视频学习的一种场所。但是学习场所的变化不能完全影响，或者说替代不了真实的师生互动的教学过程，也还不足以让教和学的关系发生本质变化。翻转课堂的基本要义是教学流程变革所带来的知识传授的提前和知识内化的优化。从这个意义上说，流程要素仅是定义翻转课堂的重--素之一。作为真正意义上的翻转课堂，还需要添加另外两个要素：技术要素和环境要素。翻转课堂应该更名为“翻转‘教’‘学’”，关键是教师和学生之间的关系、地位和作用发生了本质的变化。翻转课堂在教学应用中容易出现师生关系失位、知识难度越位、适用对象错位等局限性，根源在于对翻转课堂的定位停留在流程翻转的层面上，忽视了翻转课堂背后隐藏的知识内化的基本原理。翻转课堂主要通过教学流程翻转，分解知识内化的难度，增加知识内化的次数，促进学习者知识获得。对翻转课堂教学模式进行设计时，要根据渐进式知识内化的特质和翻转课堂的三个构成要素，从宏观、中观和微观三个层面综合考虑。既保证不给教师和学生增加额外负担，又使教学媒体、教师培训、教学环境满足需求。教师在具体实施翻转课堂过程中，要遵循知识内化基本原理，根据课型、学情分析，选择恰当的教学策略。
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| 关 键 词： | 翻转课堂 知识内化 构成要素 教学模式 |
The Design of Teaching Mode Based on Knowledge Construction in Flipped Classroom |
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| Zhao Xinglong.The Design of Teaching Mode Based on Knowledge Construction in Flipped Classroom[J].Modern Distance Education Research,2014(2):55-61. |
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| Authors: | Zhao Xinglong |
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| Institution: | Zhao Xinglong |
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| Abstract: | Flipped classroom puts emphasis on the “place” where learners use online video to acquire knowledge in the international context. However, the change of learning place has not been enough to influence the real interactive process of classroom learning and teaching and the relationship between learning and teaching in nature. Fundamental principles of flipped classroom are knowledge transfer in advance and optimal knowledge construction which are caused by the flow reform of classroom learning and teaching. In this sense, flow is just one of the important elements, and technical elements and environmental elements would be also added in defining flipped classroom. Flipped classroom should be renamed“flipped teaching and learning”, which have changed the relationship, position and role between teachers and students. Some limitations of flipped classroom have rooted in ignoring basic principles for learning knowledge. Learners acquire knowledge in flipped classroom mainly through flipping teaching and learning flow which reduces the difficulty and increases chances of knowledge construction. When designing instructional system, macro, meso and micro levels could be considered according to the gradual knowledge construction and fundamental principles so that learners have no additional burden and get corresponding support from instructional media, training and learning environment. In the process of implementation, teachers should follow basic principles of knowledge construction and select appropriate strategies according to class types and leamer characteristics. |
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| Keywords: | Flipped Classroom Knowledge Construction Basic Elements Teaching Mode |
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