[1]郝兆杰,潘 林.高校教师翻转课堂教学胜任力模型构建研究——兼及“人工智能+”背景下的教学新思考[J].远程教育杂志,2017,(06):066-75.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.008]
 Hao Zhaojie,Pan Lin.Construction of Teaching Competency Model of College Teachers in Flipped Classroom: Also Reflection on the Teaching in “Artificial Intelligence+” Background[J].Distance Education Journal,2017,(06):066-75.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.008]
点击复制

高校教师翻转课堂教学胜任力模型构建研究——兼及“人工智能+”背景下的教学新思考()
分享到:

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

卷:
期数:
2017年06期
页码:
066-75
栏目:
学术视点
出版日期:
2017-11-15

文章信息/Info

Title:
Construction of Teaching Competency Model of College Teachers in Flipped Classroom: Also Reflection on the Teaching in “Artificial Intelligence+” Background
作者:
郝兆杰; 潘 林
河南大学 现代教育研究所,河南开封 475004
Author(s):
Hao Zhaojie; Pan Lin
Institute of Modern Education, Henan University, Kaifeng Henan 475004
关键词:
翻转课堂教学胜任力模型TPACK高校教师人工智能认知天花板
Keywords:
Flipped classroom Teaching competency model TPACKCollege teacher Artificial intelligenceceiling of cognition
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.06.008
文献标志码:
A
摘要:
翻转课堂方兴未艾,教师的能力结构制约着翻转课堂实施的效果与质量。为此,以文献研究为基础,初步筛选出高校教师翻转课堂教学胜任力因子,再通过德尔斐法获取专家信度,对高校教师翻转课堂教学胜任力初步模型进行探索性因素分析和验证性因子分析,最终形成翻转课堂胜任力模型。提高高校教师翻转课堂胜任力,革新高校教师教学理念是前提,培养翻转课堂教学设计能力是关键,提高高校教师教学研究能力是保障。借助人工智能技术,可将教师从翻转课堂繁重的教学任务中解放出来,让其从事更具创造性的工作;可为学习者提供更为精准、更为个性化的指导,提高因材施教的达成度;可突破“认知天花板”,让学习者实施深度学习。
Abstract:
Flipped classroom is in the ascendant. Teachers’ ability restricts its implementation effect and quality. On the basis of literature research, the competency factors of flipped classroom are preliminary screened, and then the expert reliability is obtained by Delphi method. After the exploratory factor analysis and confirmatory factor analysis, the flipped classroom teaching competency model of college teachers is eventually formed. To improve college teachers’ competency of flipped classroom, reforming teachers’ teaching idea is the prerequisite, cultivating teachers’ instructional design ability of flipped classroom is the key, and promoting teachers’ teaching research ability is the guarantee. The artificial intelligence can emancipate teachers from the hard word in the flipped classroom, to engage them in more creative work. It can provide more accurate and personalized guidance for learners, to make the teaching more individualized. It can also help to break the ceiling of cognition, to promote learners’ deep learning.

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,(06):062.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.009]
[3]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.[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,(06):011.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.002]
[4]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,(06):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
[5]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,(06):033.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.004]
[6]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,(06):041.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.005]
[7]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,(06):058.
[8]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,(06):038.
[9]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,(06):045.
[10]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,(06):107.

备注/Memo

备注/Memo:
基金项目:本文系2016年度河南省哲学社会科学规划项目“高校教师翻转课堂胜任力模型构建与提升策略研究”(项目编号:2016BJY003);2015年河南省教育厅人文社会科学研究项目“‘翻转课堂’在高校课堂教学中应用的理论分析与实证探索”(项目编号:2015-ZD-075);2014年全国教育科学十二五规划教育部重点项目“‘翻转课堂’在高校课堂教学中应用的理论与实践研究”(项目编号:DCA140235)的研究成果暨2014年河南大学教学改革项目“翻转课堂在大学教学中应用的实证研究”的研究成果。
更新日期/Last Update: 2017-11-16