摘要
翻转课堂作为一种新的教学组织形式和教学理念,借助微课等技术,为实现学生的自主个性化学习提供了极大的可能性。但是,无论是目前的微课设计,还是翻转课堂的组织、设计,都存在诸多问题。翻转课堂实质是以学生为中心的,基于问题探究的自主、个性化学习,是对传统的以教师为中心的讲授型教学的一种颠覆,因此翻转课堂、微课学习资源的设计需要一种全新的视角和模式,以支持学生的自主个性化学习。基于这一假设,该研究提出了适合翻转课堂教学组织形式的启发性挫败设计。该文详细论述了启发性挫败设计的四个相互依赖的机制(启发性挫败的问题设计、元认知活动设计、参与结构设计和学习文化的设计),以及原则和原理,以期为翻转课堂理论与实践的发展,微课的设计等提供新的视角和模式。
Flipping the classroom, as new pedagogy, has recently gained prominence due to advances in technology and increased ubiquitous access to computers and other mobile devices. It provides great potential for personalizing learning. The nature of lfipping the classroom is inquiry-based self-regulated personalized learning, centering around students. At present, many problems exist in designing for lfipped classrooms. Thus, we need a new perspective to design lfipped classrooms to support self-regulated personalized learning. Productive failure may provide a new avenue for lfipping the classroom. This study provides a detailed description on the four core interdependent mechanisms of productive failure--novel and complex problem design, metacognitive activities design, par-ticipating structure design and social surround design--the core design principles to embody the four mechanisms. Finally, the study concludes with implications of future research directions.
出处
《中国电化教育》
CSSCI
北大核心
2014年第11期111-115,共5页
China Educational Technology
关键词
启发性挫败
翻转课堂
自主个性化学习
微课
MOOCs
Productive Failure
Flipping the Classroom
Self-regulated Personalized Learning
Microcourse
MOOCs
