高校翻转课堂:现状、成效与挑战———基于实践一线教师的调查

Preliminary Findings on the Flipped Classroom Pedagogy: A Survey in Chinese Higher Education

随着信息时代的到来，知识更新换代速度加快，如何培养学生自主学习能力以应对复杂的问题情 境成为学校面临的挑战。翻转课堂的教学模式因为能为学生提供更多主动参与学习的机会，受到了教师的关 注。2013 年以来慕课的流行更是掀起了高校建设开放教学资源的热潮，为实施翻转课堂提供了契机。国内一 批高校教师开始利用翻转课堂的教学模式改进教学。为描述这部分教师实施翻转课堂的现状，研究人员于2015 年1 月借中国大学慕课平台上开设的“翻转课堂教学法冶慕课，开展了高校教师实施翻转课堂现状的问卷调查， 共收回问卷995 份，其中165 位已开展翻转课堂实践半年以上的教师，作为本次调查的分析对象。调查从参与 实践的教师的基本特征、实施行为与效果自评三个方面入手，关注从教时间与学科领域等职业特征对采纳翻转 课堂教学法的影响，包括教师实施翻转课堂的动机与行为，对实施效果的自我评价以及在实施过程中遇到的困 难与挑战。调查显示，翻转课堂目前处于初步发展阶段。学生个性化需求的满足与自主学习能力的培养得到了 越来越多教师的重视，成为教师改进教学方式的重要动机。同时，翻转课堂教学模式作为激发学生学习动机、提 升学习体验的有效方式得到了教师的肯定。此外，调查发现，翻转课堂先期实践伴随着明显的技术特征，受到新 的技术与资源的推动。大多数参与调查的教师已经从资源的接受者过渡到资源的制作者，开始有意识地利用信 息手段满足自己的教学需要。这意味着学校作为翻转课堂的重要推力，将会发挥越来越重要的作用。调查同时 也发现，翻转课堂所需投入的时间与精力，以及技术方面支持是教师面临的重要挑战。

The flipped classroom (FC) model has attracted many educators for purposes of teaching. The FC model allows students to learn at their own pace and to access instructional videos and resources outside of classrooms. Meanwhile， with more video resources available through MOOCs and mini-courses， a number of professors in Chinese universities and colleges have attempted to use the FC model to improve their instructions. To get a better understanding of how these earlier adopters put the FC model into practices， we conducted an online survey in January 2015. Among the 995 professors who responded to the survey， 165 of them are using the FC model. This paper reports the findings of the investigation on these 165 professors who have implemented the FC model. Their motivations and behavior patterns in the FC practices have been explored as well as the effectiveness of their practices. Challenges and barriers are identified from their perspectives. The results indicate that the desire to foster students爷independent learning abilities and improve their learning experiences is one of the most important reasons why professors want to use the FC model. Another driving force is the emergence of new educational technologies and resources， which is aligned with the technical characteristics of the FC practices. The data shows that these professors do not limit themselves to using others instruction resources. They start to develop their own resources， especially video resources， to meet the specific needs. What has been learned from the professors behavior patterns is that variations in learning context lead to different practices. The FC model is not fixed， and professors may implement the FC model differently. According to respondents responses， the FC model appears to be effective. The FC model can greatly motivate students and significantly improve their learning experiences. Despite the positive feedbacks， challenges and barriers exist during practices. The most challenging part is the time and efforts taken to use the FC model， and typically professors do not have such time or energy. Furthermore， the lack of ICT ( information and communication technology) facilities and equipment remains a problem. To overcome these barriers， professors need support from their universities and colleges. The role of universities and colleges in the FC practice is becoming increasingly important.