高校文科课程翻转课堂有效性的准实验研究

The Quasi-experimental Study on the Effectiveness of Colleges Liberal-arts Courses Based on Flipped Classroom

翻转课堂作为信息技术支持下的一种新型教学模式，为高校课堂教学改革提供了新途径。有研究表明，翻转课堂对提高理工类课程教学效果有积极作用，但是它应用于文科课程的有效性缺乏实验证据。该文以“教师教育国家级精品资源共享课程”《有效教学》为例，通过对教育学专业的两个教学班进行翻转课堂与传统教学的对比实验，全面分析两种教学模式下的学习氛围、学习动机、学习行为、认知结果、能力发展和学习满意度的差异性，探讨翻转课堂应用于大学文科课程的优势、条件与注意问题。研究表明，文科课程翻转课堂有利于营造和谐的学习氛围、诱发与维持学习动机、激发学习的自主性、帮助学生建构知识、促进学生能力发展、提高学习的满意度。但是，翻转课堂对学生的自学能力、投入的学习时间、教师的教学素养、支撑的学习资源都有着较高要求。因此，大学文科课程翻转课堂要以教学模式改良为突破、以学生自主参与为基础、以足够自学时间为前提、以教师的教学素养为关键、以优质资源支撑为保障、以科学的过程评价为保证。

Flipped Classroom as a new teaching mode supported by Information Technology provides a new approach to the reform of college classroom teaching. A study has shown that Flipped Classroom has a positive effect on improving teaching effectiveness for polytechnic courses. However， whether it is also true of liberal-arts courses lacks experimental evidence. The study takes Teacher Education National Quality Resource Sharing Course “Effective Teaching” as an example， through the comparative experiment between the Flipped Classroom and the Traditional Teaching in two parallel classes of pedagogy specialty， fully analyzes the difference between two modes in learning atmosphere， learning motivation， learning behaviors， cognitive outcomes， ability development and learning satisfaction from the angle of statistics， discusses the advantages， conditions and attention problems of the Flipped Classroom applied to the liberal arts courses in universities. The research shows that the Flipped Classroom in liberal-arts courses is conducive to creating a harmonious learning atmosphere， exciting students’ learning interest， inducing and maintaining learning motivation， stimulating students’ learning initiative， helping students construct knowledge， promoting students’ ability development， improving learning satisfaction. However， Flipped Classroom has a higher requirement for students’ autonomous learning ability， the amount of time invested in learning， teachers’ teaching quality and learning resources support. Therefore， liberalarts courses Flipped Classroom should take the improvement of teaching modes as a breakthrough point， students’ independent participation as a foundation， enough self-learning time as a prerequisite， teachers’ teaching quality as a key， and the scientific process evaluation as a guarantee.