摘要
文章以"输出驱动——输入促成"假设为视角来构建大学英语翻转课堂教学模式。通过对两者的内涵、特点等方面进行比较,提出基于新假设的翻转课堂模式具备较高可行性,并能充分体现大学英语的学科特点和教学要求。在此基础上,文章以课程框架四要素为依据,构建出基于此假设的大学英语翻转课堂模式,并从课前资源和课堂活动两个层面对该模式的各项细节设计进行阐释和论证,使其更具实际操作性,并在教学实践中更具推广价值。
The article approaches college English flipped teaching from the perspective of ＂output-driven and input-Enabled＂hypothesis,by comparing their concepts and characteristics,points out that it＇s highly feasible and beneficial to structure the college English flipped classroom from the perspective of hypothesis. Then standing on the four basic principles of curriculum,the article builds up the flipped classroom mode with detailed design of the ＂before-class＂teaching and ＂in-class＂teaching process,making it more practicable and applicable.
作者
郑弼权
ZHENG Biquan(Zhejiang Pharmaceutical College,Ningbo,Zhejiang 315100,Chian)
出处
《现代教育科学》
2018年第7期84-89,共6页
Modern Education Science
基金
浙江省教育规划课题"碎片化学习视角下基于‘混合式’微课资源的大学英语翻转课堂教学研究"(项目编号:2017SCG377)
浙江省高等教育课堂改革项目"基于CCTV(English)网络平台微视频资源的大学英语翻转课堂教学模式研究"(项目编号:kg20160658)
关键词
翻转课堂
“输出驱动——输入促成”假设
大学英语
flipped classroom
the hypothesis of output-driven and input-Enabled
college English
