翻转课堂的历史、现状及实践策略探析

A Study on the History%2C Current Situation and Application of “Flipped Classroom”

翻转课堂自2012年被引入中国以来，在学者、教师、家长中引起不同反响。该文从与相关人群针对 “翻转课堂”的访谈及相关文献研究入手，基于教育外界的Gartner技术炒作周期曲线(Hype Cycle)观察近年在国 内中小学翻转课堂的发展概貌，审思翻转课堂的定位、假设、技术和流程；在与国际上的同伴教学、混合式学 习、国内的“先学后教”等相近教学模式的比较中揭示翻转课堂的核心和本质，辅以对翻转课堂技术要素的分 析，认为翻转课堂属于一种微创新。旨在为研究者和实践者对翻转课堂形成较为系统、冷静的认识提供借鉴， 该文分析了翻转课堂的优势和局限，提出了模式适用范围、学习动机保持、教师基本素养、技术应用及课程体制 等实践策略，以推动翻转课堂有效应用。在教师基本素养部分特别建议借助布卢姆(B·S·Bloom)认知目标分类 学，根据认知规律和学生认知基础，对教学内容进行分析归类，以便在恰当的时机恰当地应用技术。

The enthusiasm of applying ‘Filpped classrom’ model has been increasing since its introduction to Chinese educational practitioners in 2012. However， attitude and appraisal towards such technology-oriented innovation vary among scholars， teachers and parents. This article aims at providing workable suggestions concerning proper understanding and appropriate application of “Flipped Classroom”. Based on Gartner’s Hype Cycle， We first locate the current situation of “Flipped Classroom” application in China as “peak of inflated expectations”. A detailed examination of the development of such “learning before teaching” model in Chinese primary and secondary schools is followed with analysis on the core and nature of “Flipped Classroom” from a historical perspective. Adopting Bloom’s taxonomy on educational cognition， we categorize disciplinary teaching objectives in an attempt to advise using new technology according to cognitive nature of knowledge and students’ cognitive capabilities. The authors conclude by proposing strategies on how to enhance the teachers’ academic foundation and their basic teaching literacy， and on how to leverage the advantages of “Flipped Classroom”. The present study can serve as guides for both teachers and parents in maintaining a rational mindset when adopting new technologies in pedagogy.