摘要
自本科教育的应用型教学改革以来,如何在传统的课堂教学中加入实践教学内容成了学校面对的挑战。从翻转课堂教学模式与行动教学理念之间的联系出发,对翻转课堂在教学方法、学生预习、课堂交流和教师教学动力这四个维度进行问卷调查,发现先教后学之理念存在流于形式、课堂交流不足的问题,且教师在实施翻转课堂教学时受主客观因素双重影响无法达到预期目标,并从行动教学的角度重构管理类专业“经济法”翻转课堂教学模型。
Since the reform of applied undergraduate education, how to add practical teaching contents into traditional classroom teaching is becoming a challenge for schools. From the connection between flipped classroom teaching mode and action teaching philosophy, a questionnaire survey is made on the four dimensions of flipped classroom including teaching methods, students' preparation, classroom communication and teachers' teaching motivation, finding that the concept of "learning after teaching" is formalistic and lack of classroom communication, and teachers cannot achieve the expected goal when they are influenced by both subjective and objective factors in the implementation of flipped classroom teaching. Therefore, a flipped classroom teaching model of economic law in management specialties is reconstructed from the perspective of action teaching.
作者
关松立
林淑伟
GUAN Songli;LIN Shuwei(College of Management, Putian University, Putian, Fujian 351100, China;College of Civil Engineering, Putian University, Putian, Fujian 351100, China)
出处
《成都师范学院学报》
2019年第7期36-40,共5页
Journal of Chengdu Normal University
基金
2018年莆田学院校级教学改革项目“基于行动教学的翻转课堂模式的探索与实践——以管理类专业《经济法》为例”(JG201861)研究成果
关键词
行动教学
翻转课堂
经济法
action teaching
flipped classroom
economic law
