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篇名 |
启发性挫败的设计研究——翻转课堂的实施策略
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並列篇名 | Designing Productive Failure for Flipping the Classroom |
作者 | 杨玉芹 |
中文摘要 | 翻转课堂作为一种新的教学组织形式和教学理念,借助微课等技术,为实现学生的自主个性化学习提供了极大的可能性。但是,无论是目前的微课设计,还是翻转课堂的组织、设计,都存在诸多问题。翻转课堂实质是以学生为中心的,基于问题探究的自主、个性化学习,是对传统的以教师为中心的讲授型教学的一种颠覆,因此翻转课堂、微课学习资源的设计需要一种全新的视角和模式,以支持学生的自主个性化学习。基于这一假设,该研究提出了适合翻转课堂教学组织形式的启发性挫败设计。该文详细论述了启发性挫败设计的四个相互依赖的机制(启发性挫败的问题设计、元认知活动设计、参与结构设计和学习文化的设计),以及原则和原理,以期为翻转课堂理论与实践的发展,微课的设计等提供新的视角和模式。 |
英文摘要 | Flipping the classroom, as new pedagogy, has recently gained prominence due to advances in technology and increased ubiquitous access to computers and other mobile devices. It provides great potential for personalizing learning. The nature of flipping the classroom is inquiry-based self-regulated personalized learning, centering around students. At present, many problems exist in designing for flipped classrooms. Thus, we need a new perspective to design flipped classrooms to support self-regulated personalized learning. Productive failure may provide a new avenue for flipping the classroom. This study provides a detailed description on the four core interdependent mechanisms of productive failure--novel and complex problem design, metacognitive activities design, participating structure design and social surround design--the core design principles to embody the four mechanisms. Finally, the study concludes with implications of future research directions. |
起訖頁 | 111-115 |
關鍵詞 | 启发性挫败、翻转课堂、自主个性化学习、微课、MOOCs、Productive Failure、Flipping the Classroom、Self-regulated Personalized Learning、Microcourse、MOOCs |
刊名 | 中國電化教育 |
期數 | 201411 (334期) |
出版單位 | 中國電化教育雜誌社 |
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| 翻转课堂教学模式本土化策略研究——基于中美教育文化差异比较的视角 |
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| 翻转课堂及其在大学英语教学中的应用 |