[1]赵海霞.翻转课堂环境下深度协作知识建构的策略研究[J].远程教育杂志,2015,(03):011-18.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.002]
 Zhao Haixia.A Strategy Research on Deep Learning-based Collaborative Knowledge Construction Based on Flipped Classroom[J].Distance Education Journal,2015,(03):011-18.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.002]
点击复制

翻转课堂环境下深度协作知识建构的策略研究()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2015年03期
页码:
011-18
栏目:
理论前沿
出版日期:
2015-05-18

文章信息/Info

Title:
A Strategy Research on Deep Learning-based Collaborative Knowledge Construction Based on Flipped Classroom
作者:
赵海霞
暨南大学 网络与教育技术中心,广东广州 510632
Author(s):
Zhao Haixia
Network & Educational Technology Center, Jinan University, Guangzhou, Guangdong 510632
关键词:
翻转课堂协作知识建构深度学习混合式学习模式
Keywords:
Flipped classroom Collaborative knowledge construction Deep Learning Blended learning model
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2015.03.002
文献标志码:
A
摘要:
在综述研究翻转课堂与协作知识建构基础上,构建了翻转课堂环境下深度协作知识建构的策略的初步框架,并依托Blackboard平台开发了相应的在线课程。研究采用基于设计的研究和行动研究方法并历经三轮循环实验,结合调查问卷和深度访谈进行持续改进,最终形成了翻转课堂环境下中基于深度学习的协作知识建构的策略体系及教学流程操作模型。该研究通过翻转课堂和学习共同体的教学组织形式,联通课前-课中-课后,联结低阶-高阶任务、浅度-深度建构学习,混合在线学习和面对面的深度交互机制,形成了“基于翻转课堂的个体知识建构、基于认知冲突的组内协作知识建构、基于整合的跨组协作知识建构、形成群体公共知识的集体协作知识建构”主要阶段的新型混合式学习模式;并以《数字视频编缉技术》专题教学为例,积极探索该模式实施过程和效果。
Abstract:
Based on a comprehensive analysis of flipped classroom and collaborative knowledge construction, a preliminary framework for deep learning-based collaborative knowledge construction based on flipped classroom is constructed. Besides, the corresponding online courses are developed with the support of Blackboard platform. After three rounds of experiments with design-based research and action research, the strategy system of collaborative knowledge construction based on flipped classroom and teaching process model are improved with the questionnaires and in-depth interviews. Adopting the teaching process in flipped classroom and learning community, linking pre-class stage, while-class stage with after-class stage, constructing learning with the combination of low-level tasks and high-level tasks, superficial learning and deep learning, and integrating online learning with face-to-face learning, the new blended learning model has four main stages, including knowledge construction in flipped classroom, collaborative knowledge construction within groups based on cognitive conflict, collaborative knowledge construction between groups, and collective collaborative knowledge construction with public knowledge. With "Digital Video Editing Technology" course taken as an example, through action research, questionnaire survey and the interview, it is proved that the model plays an active role in improving student’s learning interest, professional performance and high-level abilities, especially social abilities, ability to practice, research and solving problem in real situations.

相似文献/References:

[1]崔国强,王小雪,刘炬红,等.学习、设计与技术——AECT2014年会评述与思考[J].远程教育杂志,2015,(01):003.[doi:10.15881/j.cnki.cn33-1304/g4.2015.01.001]
[2]黄美初 沈敏敏.翻转课堂与MOOCs在开放大学教学中的有效结合研究——太极四重嵌套式的翻转课堂与MOOCs相结合架构初探[J].远程教育杂志,2015,(02):062.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.009]
 Huang Meichu&Shen Minmin.Research on the Effective Combination of MOOCs and the Flipped Classroom in the Open University’s Teaching——A Look at the combination of the Flipped Classroom and MOOCs through Tai Chi Quartet Nest Model[J].Distance Education Journal,2015,(03):062.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.009]
[3]吕静静.开放大学混合式教学新内涵探究:基于SPOC的启示[J].远程教育杂志,2015,(03):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
 Lv Jingjing.Research on New Connotation of Blended Learning?in?Open?University: An?Enlightenment?from?SPOC[J].Distance Education Journal,2015,(03):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
[4]陈明选,陈 舒.基于理解的翻转课堂研究——以《电视编导与制作》课程为例[J].远程教育杂志,2014,(06):033.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.004]
 Chen Mingxuan,Chen Shu.Study on Flipped Classroom Based on Understanding: Exemplified with “TV Program Edition and Studio” Course[J].Distance Education Journal,2014,(03):033.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.004]
[5]方圆媛.翻转课堂在线支持环境研究——以可汗学院在线平台为例[J].远程教育杂志,2014,(06):041.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.005]
 Fang Yuanyuan.Research on the Online Support Environment of the Flipped Classroom: Exemplified with the Online Platform of the Khan Academy[J].Distance Education Journal,2014,(03):041.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.005]
[6]阮全友.翻转课堂里的TPACK和TSACK——基于一项英语教学研究的讨论[J].远程教育杂志,2014,(05):058.
 Ruan Quanyou.TPACK and TSACK in Flipped Classroom: A Discussion Based on an EFL Teaching Project[J].Distance Education Journal,2014,(03):058.
[7]宋述强,高 瑄,钟晓流.从翻转课堂到翻转会议——O2O环境中的翻转会议模型及其技术支撑体系研究[J].远程教育杂志,2014,(04):038.
 Song Shuqiang,Gao Xuan,Zhong Xiaoliu.From Flipped Classroom to Flipped Conference:A Study on Academic Conference Mode and Its Technology-Supported Platform in O2O Environment[J].Distance Education Journal,2014,(03):038.
[8]陈凤燕,朱 旭,程仁贵 孟世敏.基于认知耦合态的“翻转课堂”人机交互设计[J].远程教育杂志,2014,(04):045.
 Chen Fengyan,Zhu Xu,Cheng Rengui,et al.Human-Computer Interaction Design for "Flipped Classroom" Based on Cognitive Coupling States[J].Distance Education Journal,2014,(03):045.
[9]徐 妲,钟绍春,马相春.基于翻转课堂的化学实验教学模式及支撑系统研究[J].远程教育杂志,2013,(05):107.
 Xu Da,Zhong Shaochun,Ma Xiangchun.Study on Chemical Experiment Teaching Mode and Supporting System Based on Flipped Classroom[J].Distance Education Journal,2013,(03):107.
[10]张金磊,王 颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,(04):046.
 Zhang Jinlei,Wang Ying,Zhang Baohui.Introducing a New Teaching Model: Flipped Classroom[J].Distance Education Journal,2012,(03):046.

备注/Memo

备注/Memo:
基金项目:广东省教育科学“十二五”规划2013年度项目立项项目《大学生基于问题的协作知识建构的学习模式研究与实践》(课题批准号:2013JK020)、2014年广东省教育教学改革项目《MOOC时代基于创新推广理论的高校教学信息化推进策略的研究与实践》(项目编号:GDJG20142087);暨南大学教育教学成果培育项目《MOOC浪潮下基于创新推广理论的高校教学信息化变革发展战略研究与实践》(项目编号:55610165)。
更新日期/Last Update: 2015-05-25