摘要
从导学案引导的课前自主学习,到课堂教学活动中知识的内化,到课外拓展的设计,以及以形成性评价为主的考核方式,翻转课堂提倡整体化的教学设计。文学课程的翻转课堂中,学习者在导学案的指导下利用微课视频、电子文献中对作家作品、文学现象等进行自主学习,课堂则有充裕时间讨论和写作,通过教师释疑、学生互相评议提升自己的专业基本功和文学素养。
Flipped Classroom advocates systemic instructional design, which includes self-study before class by Guided Learning Plan, internalization of knowledge learned in the classroom, design of the extra-curricular extension and evaluation method based on formative assessment. In the Flipped Classroom of literature courses, students study works of writers and literature phenomenon by themselves with microlecture video and electronic documents under the direction of Guided Learning Plan, so there is enough time for them to discuss and write in the classroom, which will promote the professional competence and literature attainment of students through the explanation from teachers and the discussion between students.
出处
《高教学刊》
2015年第20期49-50,52,共3页
Journal of Higher Education
基金
2015年海南省高等学校教育教学改革研究项目<现当代文学课程的翻转课堂教学探索与实践>(项目编号Hnjg2015-9)
2015年海南大学教育教学改革研究课题<现当代文学课程的翻转课堂教学探索与实践>(项目编号hdjy1525)研究成果
海南大学"中西部高校提升综合实力工作资金项目"2015年度海南大学重点课程"中国现当代文学"研究成果
关键词
翻转课堂
整体化设计
知识内化
课后拓展
形成性评价
flipped Classroom
systemic instructional design
internalization of knowledge
extra-curricular exten-sion
formative assessment
