發(fā)布時間：2018-02-10 20:18

  本文關(guān)鍵詞： 中美高校 翻轉(zhuǎn)課堂 麻省理工學(xué)院　出處：《中國地質(zhì)大學(xué)(北京)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著現(xiàn)代教學(xué)技術(shù)的飛速發(fā)展,翻轉(zhuǎn)課堂作為新型的教學(xué)模式在全球教育領(lǐng)域掀起了新的浪潮。為了順應(yīng)教育信息化及迎合教育教學(xué)改革發(fā)展的需要,中國開始積極進行翻轉(zhuǎn)課堂實踐。通過對翻轉(zhuǎn)課堂的理論基礎(chǔ)和實踐條件的探索,并對中美兩國高校翻轉(zhuǎn)課堂進行案例比較,為我國翻轉(zhuǎn)課堂實踐提供一定的借鑒。翻轉(zhuǎn)課堂體現(xiàn)了以人為本的哲學(xué)理念,同時也體現(xiàn)了教育學(xué)及心理學(xué)中的掌握學(xué)習(xí)理論及最近發(fā)展區(qū)理論。從對翻轉(zhuǎn)課堂的研究中,可以看出翻轉(zhuǎn)課堂以學(xué)生為中心,具有豐富的教學(xué)資源、公平的教學(xué)評價及自由寬松的教學(xué)環(huán)境等特點。為了保證翻轉(zhuǎn)課堂的有效進行,不僅要有高水平的教師團隊及善于積極學(xué)習(xí)的主動型學(xué)生,同時還要保證有充足優(yōu)質(zhì)的教學(xué)資源、完善的技術(shù)支持平臺及社會各界的共識及支持。通過運用案例比較分析的方法,選取美國麻省理工學(xué)院《可視化日本》和中國某大學(xué)《中國近現(xiàn)代史綱要》兩門課程進行案例分析。通過對教育理念、教學(xué)大綱、教師團隊、教學(xué)過程、教學(xué)資源及考核方式等多方面細節(jié)的比較研究,發(fā)現(xiàn)中國高校在進行翻轉(zhuǎn)課堂時存在的問題。而產(chǎn)生這些問題的原因包括中國存在根深蒂固的以師為尊及灌輸式教育的情況;缺乏統(tǒng)籌能力和課程設(shè)計能力的合作型教師團隊;習(xí)慣于應(yīng)試教育的被動型學(xué)生;政府及社會機構(gòu)的支持力度不夠。為了更好地進行翻轉(zhuǎn)課堂實踐,應(yīng)該從以下幾個方面加大力度。首先,高校要注重發(fā)揮人的主體作用,注重教師與學(xué)生的主體作用的發(fā)揮,重視優(yōu)質(zhì)教師團隊的建設(shè)和激勵政策。其次,要大膽打破傳統(tǒng)課程束縛。由于教育理念及課程設(shè)置上存在問題,所以要打破傳統(tǒng)的教學(xué)理念和制度,在課程設(shè)置上精減課程,通過增加翻轉(zhuǎn)課堂教學(xué)資源的深度及廣度提高課程效果。最后,還要加強技術(shù)支持和社會平臺的開放程度。在政府制度的保障下,不斷加強對翻轉(zhuǎn)課堂的網(wǎng)絡(luò)平臺建設(shè)及社會機構(gòu)的平臺開放。只有做到以上幾個方面,中國高校翻轉(zhuǎn)課堂實踐才能更好更快地發(fā)展。
[Abstract]:With the rapid development of modern teaching technology, flipping classroom, as a new teaching mode, has set off a new wave in the field of global education. By exploring the theoretical basis and practical conditions of the flipping classroom, China has begun to actively carry out the practice of flipping classroom, and compared the cases of the flipping classroom between China and the United States of America. This paper provides some reference for the practice of flipping classroom in our country. The flipping classroom embodies the philosophy of people-oriented, the mastering learning theory in pedagogy and psychology, and the theory of proximal development area. It can be seen that the flipping classroom is student-centered, with rich teaching resources, fair teaching evaluation and free and relaxed teaching environment, etc. In order to ensure the effective implementation of the flipping classroom, It is necessary not only to have a high level of teachers and active students who are good at learning, but also to ensure that adequate and high-quality teaching resources are available. Perfect technical support platform and consensus and support from all walks of life. In this paper, we choose two courses of Massachusetts Institute of Technology (MIT), Visual Japan, and a university in China, "outline of Modern Chinese History" as a case study. Through the analysis of educational concept, syllabus, teaching team, teaching process, Through the comparative study of teaching resources and examination methods, the author finds out the problems existing in the overturning classroom in Chinese colleges and universities. The reasons for these problems include the deep-rooted "teacher-oriented" and "instilled" education in China; Lack of cooperative teacher team with overall planning and curriculum design ability; passive students accustomed to exam-oriented education; insufficient support from government and social institutions. We should increase our efforts from the following aspects. First, colleges and universities should pay attention to giving full play to the main role of human beings, teachers and students, to the construction of high-quality teacher teams and incentive policies. We must boldly break the shackles of traditional courses. Because there are problems in educational concepts and curriculum settings, we should break the traditional teaching concepts and systems, and streamline the courses in the curriculum design. By increasing the depth and breadth of the flipped classroom teaching resources to improve the effectiveness of the curriculum. Finally, it is necessary to strengthen technical support and the openness of social platforms. The construction of network platform and the opening of social organization should be strengthened continuously. Only in the above aspects can the practice of flipping classroom in Chinese universities develop better and faster.
【學(xué)位授予單位】：中國地質(zhì)大學(xué)(北京)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G642.4
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本文編號：1501349