摘要
"翻转课堂"通过"传递信息"和"吸收内化"过程的翻转,在师生角色、教学形式、课堂内容、技术应用、评价方式等方面都不同于传统课堂。提供多元的课前"信息传递"方式,以确保学生自主学习的质量;以学定教、先学再学实现教师教学方式的转变和学生学习方式的改善;倡导过程性评价,坚持多元化评价,以凸显学生的主体地位和作用。
＂Reversing classroom＂, through ＂conveying information＂ and ＂intaking inlernalization＂, is different from traditional classroom in teacher-student roles, teaching slyles, classroom contents, teehnnlogy applic.ation, and methods of assessments. Providing diversified ways of pre-class information transmission can guarantee the quality of students＇ autonomous learning. Teaching must rely on learning and learning takes place after previewing with a view to changing leachers＇ teaching slyles and improving students＇ learning styles. Formative assessments are advocated and various assessments are implemented to highlight students＇ subjective status and roles,
出处
《江苏教育研究》
2013年第12期66-68,共3页
Jiangsu Education Research
关键词
翻转课堂
实践
评价
reversing classroom
practice
assessment
