【作者】 姜琳琳；

【导师】 李玉斌；

【作者基本信息】 辽宁师范大学 ， 现代教育技术（专业学位）， 2017， 硕士

【摘要】 翻转课堂自诞生以来就成为国内外专家关注的焦点,它颠覆了传统课堂的课上、课下的教学形式,转变了以往师生的角色定位,注重培养学生自主学习意识以及个性化发展。然而,随着研究的逐步深入人们越发意识到,现行的翻转课堂模式构建出“课前知识传递、课上知识内化”的逆序教学流程容易,但要想在实际教学中取得切实成效并非易事。在此背景下,笔者运用文献分析法、问卷调查法、准教育实验等多种研究方法,将翻转课堂教学模式与能引导学生学习路径、支撑整个教学活动的“学习支架”相结合,构造出基于学习支架的翻转课堂教学新模式,并以高中信息技术课程为例对该模式的有效性进行验证,主要工作和成果总结如下:第一,通过文献分析法对国内外翻转课堂教学模式及学习支架的研究现状进行归纳、总结,在此基础上分析两者相结合对实际教学工作的意义,为开展后续工作奠定基础;同时,对翻转课堂及学习支架的内涵进行剖析,找到能支撑本研究的相关概念,为设计翻转课堂的教学活动提供理论基础。第二,在新模式设计之前对高中信息技术课程、翻转课堂构成要素等方面进行分析,再从整合的视角出发,设计出课前“知识传递”、课上“知识内化”、课后“评价强化”三大阶段的基于学习支架的翻转课堂教学模式,并对每个阶段所搭建的不同类型的支架进行具体描述。第三,通过准实验研究,对高中信息技术课程应用基于学习支架的翻转课堂教学模式的有效性进行验证。通过实验证明,新模式确实能提高学生的学习成绩、端正学习态度,对学生的认知层次以及知识迁移等方面都有不同程度的提升。更多还原

【Abstract】 Flipped classroom has been the highlight of experts at home and abroad since it is born.It reverses the traditional classroom teaching mode in class and off class and it transforms the role positioning of teacher and students.The cultivation of student’s learner autonomy and individual development are focused.However,people find the following with the further study:the reverse teaching processes,knowledge transfer before class and internalization of knowledge in class,suggested by the current flipped classroom mode are easy but it is hard to have achievement in the actual teaching.Under the background,writer makes use of methods of literature analysis,the questionnaire survey method,education experiment and so on to form a new teaching mode of flipped classroom based on learning scaffold,which is combined with teaching mode of flipped classroom and the learning scaffold that lead student with learning path and support entire teaching activity.There will be effective inspection with the example of information technology of senior high school.The main job and results conclusions are following:First,there is conclusion and summary of teaching mode of flipped classroom and the research status of learning scaffold.Based on these,analyzes the influence of combination of the two thing on actual teaching to lay foundation to the follow-up work;at the same time,there is analysis of flipped classroom and learning scaffold to find the relevant concept to support the study.These provides theory basis to design the teaching activity of flipped classroom.Second,have analysis of information technology course of senior high school and the composition of flipped classroom before the design of new mode;and then,it starts from the integration aspects to design three periods in teaching mode of flipped classroom based on learning scaffold,including knowledge convey before class,knowledge internalization in the class and the evaluation enhancement after class.There is a specific description of scaffold of different types built in each of period.Third,through the quasi experimental study,there is effective inspection of the application of teaching mode of flipped classroom on information technology of senior high school based on learning scaffold.It is proved by the experiment that new mode could improve the learning performance of student and correct the learning attitude.There will be promotion with different level of students’ cognitive level and knowledge transfer.更多还原