本文選題：小學(xué)數(shù)學(xué) + 翻轉(zhuǎn)課堂　； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：長(zhǎng)久以來(lái)，我國(guó)的課堂教學(xué)一直被看作是教師引導(dǎo)學(xué)生掌握科學(xué)文化知識(shí)的過(guò)程,教師負(fù)責(zé)向?qū)W生灌輸知識(shí)，學(xué)生則負(fù)責(zé)把一系列的知識(shí)進(jìn)行記憶和存儲(chǔ)。這樣的做法，使得課堂教學(xué)忽略了知識(shí)的探究、忽略了師生的交往，導(dǎo)致了教學(xué)效果事倍功半。而注重師生對(duì)話、激發(fā)學(xué)生興趣、提高教學(xué)效果卻是現(xiàn)代中小學(xué)課堂教學(xué)中鍥而不舍的追求。為實(shí)現(xiàn)這一追求，各界教育人士都在不斷的嘗試與摸索，力求一種新的教學(xué)模式，以實(shí)現(xiàn)課堂中的師生交往、合作探究以及提高教學(xué)效果。 翻轉(zhuǎn)課堂作為一種新的教學(xué)模式，自引入中國(guó)以來(lái)，憑借諸多優(yōu)勢(shì)受到了越來(lái)越多一線教師以及教育研究人員的推崇和探索，也使得課堂教學(xué)向著更加民主化、理性化的方向發(fā)展。但其作為一種新型模式，在實(shí)施過(guò)程中不免出現(xiàn)或多或少的偏差，比如教師對(duì)其理念的誤讀、操作過(guò)程中的微視頻創(chuàng)作等問(wèn)題，還有待于進(jìn)一步的研究和探索，以符合本土化的要求，服務(wù)中國(guó)的課堂教學(xué)。而本研究正是立足小學(xué)數(shù)學(xué)翻轉(zhuǎn)課堂，采用課例研究的研究方法，以六年級(jí)下冊(cè)數(shù)學(xué)廣角——《抽屜原理》為重點(diǎn)研究對(duì)象，試圖對(duì)翻轉(zhuǎn)課堂的本質(zhì)、操作流程以及出現(xiàn)的問(wèn)題展開(kāi)研究。 本研究共分為四個(gè)部分。 第一部分為緒論，主要闡述了研究背景、研究思路與方法以及國(guó)內(nèi)外對(duì)于翻轉(zhuǎn)課堂的研究現(xiàn)狀，最后確定了研究對(duì)象。 第二部分重點(diǎn)對(duì)翻轉(zhuǎn)課堂進(jìn)行了全面解讀，涉及翻轉(zhuǎn)課堂的含義及特點(diǎn)、理論基礎(chǔ)以及操作流程等一系列問(wèn)題。其中，翻轉(zhuǎn)課堂以布盧姆“掌握學(xué)習(xí)理論”為理論基礎(chǔ)，由課前知識(shí)傳授與課上知識(shí)內(nèi)化兩個(gè)環(huán)節(jié)構(gòu)成，具備視頻精選、以生為主、以問(wèn)題為導(dǎo)向、尊重差異以及教學(xué)成效明顯等突出特征。 第三部分以具體課例——《抽屜原理》為重點(diǎn)研究對(duì)象，從微視頻質(zhì)量與課堂教學(xué)兩個(gè)方面展開(kāi)觀察。通過(guò)對(duì)其觀察研究，發(fā)現(xiàn)了以下幾點(diǎn)不足：微視頻內(nèi)容冗雜，缺乏語(yǔ)言藝術(shù)；課堂提問(wèn)語(yǔ)單調(diào)，缺乏藝術(shù)性和啟發(fā)性；課堂練習(xí)缺乏過(guò)渡性，難度跳躍性過(guò)大；學(xué)生對(duì)基礎(chǔ)知識(shí)缺乏一定的應(yīng)用能力等。 第四部分是筆者在觀察研究課例的基礎(chǔ)上，總結(jié)出了翻轉(zhuǎn)課堂的優(yōu)勢(shì)與不足，并提出些許針對(duì)性的改進(jìn)策略，如：精簡(jiǎn)視頻內(nèi)容，提高視頻的藝術(shù)性和互動(dòng)性；教師更新教育理念，提高綜合素質(zhì)；提高課堂提問(wèn)的針對(duì)性；增強(qiáng)課堂練習(xí)的有效性，，加大與實(shí)際生活的聯(lián)系等，當(dāng)然，這需要教師、學(xué)生以及教育相關(guān)部門(mén)共同努力，找到一條操作性強(qiáng)的翻轉(zhuǎn)課堂發(fā)展之路，促進(jìn)課堂教學(xué)改革，提高教育質(zhì)量。
[Abstract]:For a long time, classroom teaching in China has been regarded as the process of teachers guiding students to master scientific and cultural knowledge. Teachers are responsible for inculcating knowledge to students, while students are responsible for memorizing and storing a series of knowledge. In this way, the classroom teaching neglects the inquiry of knowledge, neglects the communication between teachers and students, and results in half the result of teaching. But paying attention to the dialogue between teachers and students, arousing students' interest and improving teaching effect are the persistent pursuit in classroom teaching of modern primary and middle schools. In order to realize this pursuit, educators from all walks of life are constantly trying and groping for a new teaching mode to realize the communication between teachers and students in the classroom, cooperation and inquiry, and to improve the teaching effect. As a new teaching mode, flipping classroom has been praised and explored by more and more front-line teachers and educational researchers since it was introduced into China, which also makes classroom teaching more democratic. A rational direction of development. However, as a new model, there are more or less deviations in the process of implementation, such as the misreading of its concept by teachers, the creation of micro-video in the process of operation, and so on, which need to be further studied and explored. In order to meet the requirements of localization, to serve the classroom teaching in China. And this research is based on the primary school mathematics flipping classroom, using the research method of the lesson example research, taking the sixth grade mathematics wide angle "drawer principle" as the research object, trying to turn over the essence of the classroom, The operation process and the problem that appear to be carried out to carry out the research. This study is divided into four parts. The first part is the introduction, mainly elaborated the research background, the research thought and the method as well as the domestic and foreign regarding the flipping classroom research present situation, finally determined the research object. The second part focuses on a comprehensive interpretation of the flipping classroom, involving the meaning and characteristics of the flipping classroom, theoretical basis and operation process and a series of issues. Among them, the flipping classroom is based on Bloom's "mastering Learning Theory", which consists of two links: knowledge imparting before class and internalization of knowledge in class. Respects the difference and the teaching effect obvious and so on prominent characteristic. The third part focuses on the specific lesson example, drawer principle, from two aspects of micro-video quality and classroom teaching. Through the observation and research, we find the following deficiencies: the content of micro-video is jumbled, lack of language art; the classroom questioning language is monotonous, lacking of artistry and inspiration, the classroom practice is short of transition, and the difficulty is too great to jump; Students lack the ability to apply basic knowledge. In the fourth part, the author summarizes the advantages and disadvantages of the flipping class on the basis of observing the research class cases, and puts forward some targeted improvement strategies, such as: streamlining the video content, improving the artistic and interactive nature of the video; Teachers should renew their educational concepts, improve their comprehensive quality, raise the pertinence of classroom questioning, enhance the effectiveness of classroom exercises and increase their connection with real life. Of course, this requires the joint efforts of teachers, students and relevant education departments. To find a feasible way to turn over classroom development, promote classroom teaching reform and improve the quality of education.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳英吉;;淺談新課程理念下的小學(xué)數(shù)學(xué)練習(xí)設(shè)計(jì)[J];讀與寫(xiě)(教育教學(xué)刊);2008年10期

2 安桂清;;以學(xué)為中心的課例研究[J];教師教育研究;2013年02期

3 董輝;;翻轉(zhuǎn)課堂研究及思考[J];邊疆經(jīng)濟(jì)與文化;2013年05期

4 陳瑞增;劉思思;;翻轉(zhuǎn)課堂:傳統(tǒng)教育面臨的機(jī)遇和挑戰(zhàn)[J];電子世界;2013年18期

5 陳登龍;;小學(xué)數(shù)學(xué)課堂教學(xué)中師生對(duì)話的特征分析[J];讀與寫(xiě)(教育教學(xué)刊);2013年06期

6 曹育紅;;基于開(kāi)放教育資源的翻轉(zhuǎn)課堂教學(xué)模式研究[J];成人教育;2014年01期

7 劉健智;王丹;;國(guó)內(nèi)外關(guān)于翻轉(zhuǎn)課堂的研究與實(shí)踐評(píng)述[J];當(dāng)代教育理論與實(shí)踐;2014年02期

8 鐘啟泉,姜美玲;新課程背景下教學(xué)改革的價(jià)值取向及路徑[J];教育研究;2004年08期

9 尹弘飚;李子建;;論課程改革中的教師改變[J];教育研究;2007年03期

10 郭思樂(lè);;從主要依靠教到主要依靠學(xué):基礎(chǔ)教育的根本改革[J];教育研究;2007年12期

本文編號(hào)：2082338