摘要
翻转课堂2.0教学模式具有民主式教学关系、主动参与式学习文化、分层式教学目标、项目制教学内容、共创式学习策略、生成式知识构建方式等特质。它是针对翻转课堂1.0教学模式存在诸多问题而提出的积极有效应对策略,可运用启发式教学方法、组织约束与自由相平衡的教学内容、采取协作共创式的教学措施来对其建设。以《界面交互设计》课程为例,在反思基础上,优化并形成“h”字型的翻转课堂2.0教学模式实施路径,包括明确教师专业赋能者的定位与作用,建立以知识框架为基础的逆向传播教学理念,结合协同学习促进知识的生成与创建。
The teaching model of flipped classroom 2.0 has such characteristics as democratic teaching relationship,active and participatory learning culture,hierarchical teaching objectives,project-based teaching content,co-creating learning strategy,and generative knowledge construction.It is a positive and effective strategy to solve the problems existing in the flipped classroom teaching model 1.0.It can be constructed by using heuristic teaching methods,teaching contents that balance between organizational constraints and freedom,and collaborative and co-creating teaching measures.The implementation path of flipped classroom 2.0 with h-shaped is optimized and formed through reflecting on the practice of Interface Interaction Design course.It is hoped that the generation and creation of knowledge can be promoted by clarifying the positioning and role of teachers as professional enablers,establishing the teaching concept of backward communication based on knowledge framework,and combining collaborative learning.
作者
陈星海
肖岩
CHEN Xinghai;XIAO Yan(School of Design and Architecture,Zhejiang University of Technology,Hangzhou 310023,China;College of Education,Zhejiang University of Technology,Hangzhou 310023,China)
出处
《浙江工业大学学报（社会科学版）》
2020年第3期348-353,共6页
Journal of Zhejiang University of Technology：Social Sciences
基金
浙江省教学科学规划(高校)研究课题(2017SCG262)
浙江省高等教育“十三五”第二批教学改革研究项目(jg20190080)。
关键词
翻转课堂2.0
教学模式
实践与反思
路径优化
flipped classroom 2.0
teaching mode
practice and reflection
path optimization
