本文選題：翻轉課堂 + 合作學習　； 參考：《溫州大學》2017年碩士論文

【摘要】：翻轉課堂是在信息技術的支持下,學生課前通過學習視頻完成新知識的初步學習;課堂上通過師生、生生之間的交流互動完成知識深度學習的教學模式。翻轉課堂借助于現(xiàn)代信息技術,“翻轉” 了傳統(tǒng)課堂的教學模式,并在教育實踐中體現(xiàn)了“合作學習”“探究學習”“學習者中心”等與新課程改革相契合的教育理念,受到國內教育界學者的關注。然而,翻轉課堂作為從國外傳入國內的教學模式,在理論研究和實踐研究方面都處于發(fā)展階段;特別是在實踐教學中存在諸多的教育教學問題�；诖�,本研究旨在從教學實踐角度探析翻轉課堂存在的問題、原因,提出相應的教育對策,以期使翻轉課堂這樣的“舶來品”更適合中國的學校教育。本研究以教育現(xiàn)象學作為研究方法,以新現(xiàn)象學中人的情緒震顫狀態(tài)內容作為研究視角,從學生在翻轉課堂小組合作學習中的消極情緒體驗出發(fā),研究翻轉課堂實施中存在的問題,分析其存在原因并提出教育對策。首先,本研究從學生視角,對學生在翻轉課堂小組合作學習中消極情緒體驗進行現(xiàn)象學描述,并從學生的空間性和情緒性體驗角度進行分析。其次,本研究依據(jù)教育現(xiàn)象學的質性研究方法進行分析發(fā)現(xiàn),現(xiàn)今的翻轉課堂以信息技術為支持,在學生獲取知識的方式和獲取的知識量上顯示出極大的優(yōu)勢。然而翻轉課堂教學中依然存在傳統(tǒng)教學模式中存在的問題,教學中的本質問題并沒有得到解決。在研究調查中具體表現(xiàn)為:(1)由于現(xiàn)代知識觀的影響,翻轉課堂小組合作學習中存在嚴重的“知識霸權”現(xiàn)象。(2)由于教學內容忽略學生的生活意義,翻轉課堂教學存在虛假的主體性現(xiàn)象。(3)由于學生自身缺乏合作意識和交往技能,合作學習難以有效展開。針對以上研究,筆者分別從重構教材知識觀、回歸學生的生活世界、強調主體間性的重要性等角度提出教育對策,以期使翻轉課堂實現(xiàn)真正的“翻轉”。本研究以學生的情緒體驗作為出發(fā)點,運用教育現(xiàn)象學的研究范式,揭示性地和理解地接近學生的無意識的學習體驗和學習本質,試圖從學生角度發(fā)現(xiàn)翻轉課堂的存在本質,發(fā)現(xiàn)翻轉課堂中的小組合作學習對學生而言意味著什么,從而從全新的視角審視翻轉課堂在國內學校教育的適用性和有效性。
[Abstract]:Flipping classroom is a teaching mode in which students complete the initial learning of new knowledge by learning video before class, and complete the deep learning of knowledge through the communication between teachers and students, students and students in the classroom with the support of information technology. With the help of modern information technology, the flipping classroom "flips" the teaching mode of the traditional classroom, and embodies the educational idea of "cooperative learning", "inquiry learning" and "learner-center", which are in line with the new curriculum reform in the educational practice, such as "cooperative learning", "inquiry learning", "learner center" and so on. By the domestic education scholars' attention. However, as a teaching mode introduced from abroad to China, the flipping classroom is in the developing stage of both theoretical and practical research, especially in the practical teaching, there are many problems in education and teaching. Based on this, the purpose of this study is to probe into the problems and reasons of flipping classroom from the angle of teaching practice, and to put forward the corresponding educational countermeasures in order to make the "imported goods" such as flipping classroom more suitable for Chinese school education. This study takes the educational phenomenology as the research method, takes the human emotion tremor state content in the new phenomenology as the research angle, starts from the student's negative emotion experience in the reversal classroom cooperative study. This paper studies the problems existing in the implementation of flipping classroom, analyzes the causes and puts forward some educational countermeasures. First of all, from the perspective of students, this study describes the negative emotional experience of students in the reversed classroom group cooperative learning, and analyzes the students' spatial and emotional experience from the perspective of students' spatial and emotional experience. Secondly, according to the qualitative research method of educational phenomenology, the author finds that the flipped classroom, supported by information technology, shows great advantages in the way students acquire knowledge and the amount of knowledge they acquire. However, there are still some problems in the traditional teaching mode in the flipping classroom teaching, and the essential problems in the teaching have not been solved. In the research and investigation, the specific manifestations are as follows: (1) because of the influence of modern knowledge view, there is a serious phenomenon of "knowledge hegemony" in the cooperative learning of overturned class groups. (2) because the teaching content neglects the meaning of students' life, There is a false subjective phenomenon in flipping classroom teaching. (3) it is difficult to develop cooperative learning effectively because of students' lack of cooperation consciousness and communication skills. In view of the above research, the author puts forward the educational countermeasures from the angle of reconstructing the knowledge view of the textbook, returning to the students' life world and emphasizing the importance of intersubjectivity, in order to realize the real "flip" in the flipping classroom. Taking the emotional experience of students as the starting point and applying the research paradigm of educational phenomenology, this study reveals the unconscious learning experience and learning essence of students, and tries to find out the essence of overturning classroom from the perspective of students. Find out what group cooperative learning means to students in flipping classroom, and examine the applicability and effectiveness of flipping classroom in domestic school education from a new perspective.
【學位授予單位】：溫州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G632.4

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