【摘要】：翻轉(zhuǎn)課堂(Flipped Classroom),也稱“反轉(zhuǎn)課堂式教學(xué)模式”,簡(jiǎn)稱翻轉(zhuǎn)課堂、反轉(zhuǎn)課堂、顛倒課堂或顛倒教室。本研究中,翻轉(zhuǎn)課堂是指教師課前準(zhǔn)備或創(chuàng)建與課堂教學(xué)內(nèi)容相關(guān)的自學(xué)資源(可以是視頻、PPT、文稿等),上傳到教學(xué)平臺(tái),學(xué)生利用課外時(shí)間對(duì)自學(xué)資源進(jìn)行學(xué)習(xí),完成自學(xué)檢測(cè),教師根據(jù)自學(xué)檢測(cè)情況進(jìn)行課堂任務(wù)設(shè)計(jì),并指導(dǎo)開展師生、生生間的交流互動(dòng),完成綜合作業(yè)的一種教學(xué)方式。翻轉(zhuǎn)課堂的理論研究和實(shí)踐研究在不斷發(fā)展,然而在針對(duì)翻轉(zhuǎn)課堂的實(shí)施與應(yīng)用研究中,雖涉及了多門學(xué)科,但研究對(duì)象多是高校學(xué)生。國(guó)內(nèi)也有部分學(xué)校將翻轉(zhuǎn)課堂應(yīng)用到義務(wù)教育階段的初中學(xué)科教學(xué)中,但主要集中在考試學(xué)科上,很少有研究將翻轉(zhuǎn)課堂與初中信息技術(shù)教學(xué)結(jié)合起來的。因此,筆者采用實(shí)證研究的手段,將翻轉(zhuǎn)課堂應(yīng)用到初中信息技術(shù)教學(xué)中,嘗試回答兩個(gè)問題:其一是翻轉(zhuǎn)課堂在初中信息技術(shù)教學(xué)中的應(yīng)用是否對(duì)學(xué)生的學(xué)習(xí)方式產(chǎn)生積極影響?其二是翻轉(zhuǎn)課堂應(yīng)用于初中信息技術(shù)教學(xué)中的流程是什么?在研究過程中,首先在充分分析國(guó)內(nèi)外關(guān)于翻轉(zhuǎn)課堂的理論和實(shí)踐研究的相關(guān)文獻(xiàn)的基礎(chǔ)上,理清了翻轉(zhuǎn)課堂的基本概念和基本實(shí)施手段,在借鑒其他翻轉(zhuǎn)課堂經(jīng)典模式的基礎(chǔ)上開展教學(xué)實(shí)驗(yàn),選擇七年級(jí)四個(gè)水平均衡的班級(jí)開展實(shí)驗(yàn)活動(dòng),分為實(shí)驗(yàn)班和對(duì)照班兩組。實(shí)驗(yàn)前期,通過調(diào)查問卷了解學(xué)生是否具備開展翻轉(zhuǎn)課堂教學(xué)的硬件設(shè)備,對(duì)學(xué)生在信息技術(shù)學(xué)科學(xué)習(xí)的方式和習(xí)慣有所了解,并在實(shí)驗(yàn)后期對(duì)實(shí)驗(yàn)對(duì)象再次進(jìn)行問卷調(diào)查和部分學(xué)生訪談,同時(shí)利用Moodle學(xué)習(xí)平臺(tái)的數(shù)據(jù)進(jìn)行分析,得出翻轉(zhuǎn)課堂教學(xué)模式在初中信息技術(shù)課堂教學(xué)中的應(yīng)用對(duì)學(xué)生學(xué)習(xí)方式能產(chǎn)生積極影響的結(jié)論。此外,通過具體的教學(xué)實(shí)例,嘗試歸納總結(jié)出翻轉(zhuǎn)課堂在初中信息技術(shù)教學(xué)中的教學(xué)流程和應(yīng)用策略。通過研究與實(shí)踐發(fā)現(xiàn),在初中信息技術(shù)學(xué)科中應(yīng)用翻轉(zhuǎn)課堂教學(xué)模式開展教學(xué)活動(dòng),教學(xué)效果和學(xué)習(xí)效果都有明顯的提高,學(xué)生的學(xué)習(xí)方式有了顯著的變化,其自主學(xué)習(xí)和合作互助的能力和意識(shí)都有了較大提高。同時(shí),通過具體的教學(xué)實(shí)例,總結(jié)出了翻轉(zhuǎn)課堂在初中信息技術(shù)課堂中的使用流程,即利用Moodle平臺(tái)和極域電子教室共同搭建學(xué)習(xí)平臺(tái)開展教學(xué)活動(dòng),實(shí)現(xiàn)課前(自主學(xué)習(xí))、課中(合作學(xué)習(xí))、課后(個(gè)性化學(xué)習(xí))三個(gè)模塊組成,實(shí)現(xiàn)“知識(shí)傳授—知識(shí)內(nèi)化—知識(shí)補(bǔ)償”的初中信息技術(shù)翻轉(zhuǎn)課堂教學(xué)流程。
[Abstract]:Flip classroom (Flipped Classroom), is also called "reverse classroom teaching mode", which is referred to as flipping classroom, reversing classroom or reversing classroom. In this study, flipping classroom refers to teachers preparing or creating self-learning resources (such as video, PPT, manuscripts, etc.) related to classroom teaching content before class, which are uploaded to the teaching platform, and students use extracurricular time to study self-learning resources. To complete the self-study test, the teacher designs the classroom task according to the self-study test situation, and instructs the teachers and students to communicate and interact between students and students to complete a teaching method of comprehensive homework. The theoretical and practical research on flipping classroom is developing continuously. However, in the implementation and application research of flipping classroom, although there are many subjects involved, the research objects are mostly college students. There are also some schools in China that apply the flipping classroom to the junior middle school subject teaching in the compulsory education stage, but mainly focus on the examination subject, and few studies combine the flipping classroom with the junior high school information technology teaching. Therefore, the author applies the flipping classroom to the junior high school information technology teaching by the means of empirical research. Try to answer two questions: the first is whether the application of flipping classroom in junior high school information technology teaching has a positive impact on students' learning style? Second, what is the flow of flipping classroom application in junior high school information technology teaching? In the course of the research, first of all, on the basis of the analysis of the relevant literature about the theory and practice of flipping classroom at home and abroad, the basic concept and the basic implementation means of the flipping classroom are clarified. On the basis of learning from other classical models of flipping classroom, the author chooses four balanced classes in Grade 7 to carry out experimental activities, which are divided into two groups: experimental class and control class. At the beginning of the experiment, through the questionnaire to know whether the students have the hardware equipment to carry out the flipping classroom teaching, and to understand the way and habits of the students studying in the information technology subject. At the later stage of the experiment, the subjects were investigated by questionnaire and some students were interviewed again. At the same time, the data of Moodle learning platform were analyzed. The conclusion is that the application of flipping classroom teaching mode in junior high school information technology classroom teaching can have a positive impact on students' learning style. In addition, through concrete teaching examples, this paper tries to sum up the teaching flow and application strategy of flipping classroom in junior high school information technology teaching. Through the research and practice, it is found that the application of the flipping classroom teaching mode to the junior high school information technology subject to carry out teaching activities, the teaching effect and the learning effect have obviously improved, and the students' learning style has changed significantly. Its ability and consciousness of self-learning and cooperation and mutual assistance have been greatly improved. At the same time, through the specific teaching examples, summed up the use of flipping classroom in junior high school information technology classroom flow, that is, using the Moodle platform and polar electronic classroom to build a learning platform to carry out teaching activities. To realize the three modules of pre-class (autonomous learning), in-class (cooperative learning) and after-class (individualized learning), realize the "knowledge imparting-knowledge internalization-knowledge compensation" junior high school information technology flipped the classroom teaching process.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434;G633.67

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