[1]冯智慧,伍文臣,胡小勇.面向翻转课堂的课堂互动分析编码研究[J].远程教育杂志,2016,(04):059-64.[doi:10.15881/j.cnki.cn33-1304/g4.2016.04.008]
 Feng Zhihui,Wu Wenchen,Hu Xiaoyong.Research on the Coding of Classroom Interaction Analysis in the Flipped Classroom[J].Distance Education Journal,2016,(04):059-64.[doi:10.15881/j.cnki.cn33-1304/g4.2016.04.008]
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面向翻转课堂的课堂互动分析编码研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年04期
页码:
059-64
栏目:
深度阐述
出版日期:
2016-07-07

文章信息/Info

Title:
Research on the Coding of Classroom Interaction Analysis in the Flipped Classroom
作者:
冯智慧; 伍文臣; 胡小勇
华南师范大学 教育信息技术学院, 广东广州 510631
Author(s):
Feng Zhihui; Wu Wenchen; Hu Xiaoyong
College of Educational Information Technology, South China Normal University, Guangzhou Guangdong 510631
关键词:
翻转课堂弗兰德斯互动分析编码课例
Keywords:
Flipped classroom Flanders interaction analysis system Coding Classroom cases
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.04.008
文献标志码:
A
摘要:
近年,翻转课堂受到中外教学改革领域的广泛关注。国内外大量定性研究都认可翻转课堂的互动效果,但缺乏定量研究手段来探讨翻转课堂的课中教学互动特点,以及翻转课堂与常态课堂的互动差异。通过改良和优化弗兰德斯编码系统(FIAS),形成以学生为中心的互动分析编码系统(SIAS),由此量化记录和分析了翻转课堂课中和常态课堂课中的教学互动过程。根据量化结果,可验证编码系统的有效性并得出翻转课堂的课中互动结构具有学生为主、关注能力、主动建构、阶段明确四个特点。通过课例分析,得出翻转课堂与常态课堂相比对培养学生“过程与方法、情感态度价值观”等目标具有显著性提升。
Abstract:
In recent years, the flipped classroom has been widely concerned in the field of teaching reform in China and foreign countries. A large number of qualitative research both at home and abroad have approved the interactive effect of flipped classroom, but few researchers used quantitative research methods to explore the features of the flipped classroom teaching interaction and the differences between the flipped classroom and traditional classroom. Student centered Interaction Analysis System (SIAS), improved from the interaction of Flanders Interaction Analysis System (FIAS), can record and analyze lessons from regular classroom and flipped classroom. The analysis data could verify the effectiveness of SIAS and summarize the flipped classroom lessons in interactive structure, which has four characteristics: student-centered, emphasizing the ability, active construction, stage clearly. Through classroom empirical analysis, compared with the normal classroom, the flipped classroom shows that it can improve student learning process and methods, emotional attitudes and values and other targets.

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备注/Memo

备注/Memo:
基金项目:本文系2013年度国家社会科学基金教育学青年课题“智慧学习环境下创造性人才培养模式的研究”((课题编号:CCA130131)阶段性研究成果;2015年华南师范大学研究生创新基金项目“中美翻转课堂学生互动行为对比研究”(项目编号:2015wkxm34)阶段性研究成果。
更新日期/Last Update: 1900-01-01