摘要
翻转教学是对传统讲课模式的创新,是教学时空的翻转而非课堂主客体的翻转。信息素养是一系列能力,也是数字世界的一项基本人权。其课程内容符合布鲁姆对高等教育知识的不同层次分类思想。信息素养通识课程既有必要也有条件实施翻转教学。馆员在全校信息素养通识课堂可从新媒体综合教学环境、案例教学、课程内容、考核指标以及教学目标等五方面进行设计与实践,并在实施过程通过网络工具对学生的满意度、收获以及自学时间等进行微调查,来保证教学效果。实践表明,翻转教学延长了学时,群组学习方式适合翻转课堂。教师需要重点对群组合作给予充分指导,并保证学生全方位的课堂体验。另外,翻转教学首先要在图书馆的支持下保证课前充分预习和学习进程中的及时答疑。学生在翻转课堂上的综合体验是正面积极的。
Flipped classroom is an innovation of traditional teaching mode, which is a reversal of the space and time in- stead of the participants. Information literacy is a set of integrated abilities, and it is also a basic human right in a digital world. General information literacy course contains different levels of cognitive skills which conform to Bloorrrs taxonomy. It＇s necessary and feasible to implement flipped classroom in information literacy instruction. Librarians could incorporate the flipped instruction model into the general information literacy course by focusing on five aspects which are comprehensive new media instructional environment, case study, curriculum content, assessment indicators and instructional objectives, as well as monitoring the instructional effect by utilizing network tools to investigate such as participants＂ satisfaction, academic achieve- ment, self-study time and so on. The outcomes of practice indicates that flipped instruction extended students academic hours, and group learning is suitable for flipped classroom. Furthermore, the instructors should concentrate on the guidance of group cooperation and ensuring comprehensive class experience of students. One important key of flipped class is librarians support for pre-class learning and timely answering. The holistic experience of students in flipped classrooms is very positive.
出处
《图书情报知识》
CSSCI
北大核心
2018年第4期119-128,共10页
Documentation,Information & Knowledge
关键词
信息素养通识课
翻转课堂
群组学习
案例教学
新媒体教学环境
General information literacy cource
Flipped classroom
Group learning
Case-based teachingNew media instructional environment
