翻转课堂的理念、演变与有效性研究

Flipped Classroom： Theory, Development History and Effectiveness

Flipped classroom， as an instructional mode， can be achieved through various teaching methods. These include peer instruction，problem-based learning， case study and so on. The llipped classroom instruction mode is to shift knowledge transmission，the easiest component of teaching and learning， out of classroom to encourage students? self-study； thereby allowing for more effective use of the interac- ttons between students and between students and instructors. As such，this can provide learners an opportunity to engage in in-depth learning，hence improving their problem solving，creative thinking and other high-level deductive and critical thinking skills. Of all， student-centered instruction， active learning and collaborative learning play a foundational role in llipped classroom. There are two generations of llipped classroom instruction based onwhether or not to use educational technology， more specitically instructional videos. Video watching in rtseH does not necessarily entail augmented learning. Neither does any llipped classroom need to be carried out with new technology. It does， however，bring in richer resources and in- creased interactions by introducing new technology into llipped classroom. To further achieve learning goals，tt s crucial to emphasize five key elements： educational philosophy， curriculum design，student participation， course evaluation，and information technology.