远程教育杂志2016，Vol.34Issue(4)：52-58,7.
翻转课堂与翻转学习：剖析“翻转”的有效性
Flipped Classroom and Flipped Learning:Analyze the Efficacy of “Flipping”
摘要
Abstract
Flipped classroom has become increasingly popular in elementary and secondary schools in China. However, what is flipped on earth? What is the efficacy of different types of “flipping”? These questions will directly affect the design and implemen-tation of flipped classroom. Most practitioners are still constrained by the flipping of learning procedure or just take flipped classroom as the flipping of learning objectives. Such viewpoints can hardly help identify the efficacy of “flipping”. The emerging “flipped learning” has deepened the concept of “flipping”: from flipping the learning procedure to learning contents and learning objectives.“Flipping” aims to optimize the face-to-face time, create student-centered learning environment and ultimately focus on the promo-tion of deep learning. Based on the comparison between flipping based teaching innovations and other typical innovative practices from the perspective of sequences of pedagogical structure, it is found that Talbert ’s flipped classroom model still belongs to tradition-al “High-Low” structure, whereas Musallam ’s flipped classroom model, on the contrary, flips not only the teacher-student status in traditional classroom, but also the traditional instructional structure. Therefore Musallam ’s flipped classroom model has the potential to enhance deep learning effectively.关键词
翻转课堂/翻转学习/深度学习/教学结构/对分课堂/反思Key words
Flipped classroom/Flipped learning/Deep learning/Instructional structure/PAD class/Reflection分类
社会科学引用本文复制引用
胡立如,张宝辉..翻转课堂与翻转学习：剖析“翻转”的有效性[J].远程教育杂志,2016,34(4):52-58,7.基金项目
本文系全国教育规划重点课题“中国终身教育体系构建的路径与机制研究”（课题批准号AKA150013）的阶段性研究成果。 （）
