摘要
"翻转课堂"是一种在信息技术的支撑下试图颠覆传统课堂结构的新型教学模式。该模式在21世纪初于美国问世之后,便迅速被包装成信息时代课堂改革的"重大创新"。然而,审慎地剖析"翻转课堂",发现该模式并没有真正实现课堂的翻转,而且它还存在难以克服的先天缺陷。"翻转课堂"试图把习得知识的任务交给以教学视频为主要载体的课前自学,把课堂变成师生个体互动的场所,这在中小学的实际教学中是行不通的,也不可能成为课堂改革的大方向。只有理性把握课堂改革的技术界限,才能避免课堂改革误入歧途。
The flipped classroom is a new teaching model which tries to subvert the traditional classroom structure with the help of information technology. It appeared in the United States and it was quickly packaged as a ＂major innovation＂ in classroom reform in the information age. Through rationally analyzing the theory and practice of flipped classroom, we have found that the ＂flipped classroom＂ did not really realize the reversal of the classroom and it also had some inherent defects. The flipped classroom requires the students to acquire the knowledge by self-study in advance and turn the classroom into a place of individual interaction. It is infeasible for primary and secondary schools and it should not be the general direction of classroom reform in primary and secondary schools. Only if we grasp rationally the limits of the technological function in the classroom reform, we can avoid going astray.
出处
《比较教育研究》
CSSCI
北大核心
2017年第10期26-32,共7页
International and Comparative Education
关键词
课堂改革
翻转课堂
信息技术
技术界限
classroom reform
flipped classroom
information technology
boundary
