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从心理学视角看,翻转课堂教学模式改变了传统的“知识传授和知识内化”顺序,将知识的传授通过信息技术的辅助在课前完成,知识的内化则是在课堂中经教师的帮助和同学的协助而完成的。在翻转课堂模式的内化阶段里,课前作用得以最大化,第二次知识传递的时候就为学习元素组块和管理信息的复杂性留下了空间。通过从认知负荷视角阐述翻转课堂这一教学模式的理论基础、学科教学价值等几个方面的问题,以期更好地践行这一新的教学模式。
From the perspective of psychology, turning the classroom teaching mode changed the traditional order of “imparting knowledge and internalizing knowledge”, completing the imparting of knowledge through the help of information technology before class, and the internalization of knowledge in class Teacher’s help and the help of classmates. In the internalization phase of the Flip Classroom Model, the role of pre-class is maximized and the second pass of knowledge leaves room for learning the complexity of elemental chunking and managing information. Through the explanation from the perspective of cognitive load, this article tries to explain the theoretical basis of the teaching mode of flip classroom and the value of subject teaching in order to better practice this new teaching mode.