思想品德课中“翻转课堂”教学模式应用

　　中文摘要

　　“翻转课堂”作为一种起源于美国的教学理念和教学模式，运用数字化学习平台，通过教师制作、上传视频和下发导学案，课前学生自学视频、做导学案，课上师生之间、生生之间进行互动探究，形成竞争互动学习机制，转变传统评价方式，教学方式由原先的灌输式转为互动式，学生的学习由被动接受转为主动研究，可以大幅提升学习的吸引力。就国内目前初中的思想品德课来说，“翻转课堂”教学模式仍处在探索实践阶段，尚未形成成熟的模式。所以本文结合自己的课堂教学实践，以《初中思想品德“翻转课堂”教学模式探究》为题，详细展示新课改理念下初中思想品德“翻转课堂”教学模式的过程设计、设计要求、具体操作探索，意在给广大教师提供一个应用“翻转课堂”的具体范例，为一线思品教师提供教学实践参考。

　　论文共分为三大部分：“翻转课堂”教学模式的概述；初中思想品德课“翻转课堂”教学的运用策略；初中思想品德课“翻转课堂”教学的总结反思。

　　第一部分，“翻转课堂”教学模式的概述。首先明确了“翻转课堂”教学模式的内涵；其次是“翻转课堂”教学模式的实施条件，即搭建学习平台，划分学习小组，建立竞争学习机制；再次指出了“翻转课堂”教学模式的优势，即“翻转课堂”教学模式有利于突出学生的主体地位，增强其自学能力和创新能力；有利于激发学生的学习兴趣，提升其学习信心和学习效率；有利于减轻教师的讲课压力，实现其因材施教和教学相长。《初中思想品德“翻转课堂”教学模式探究》的指导思想有：探索在初中思品课引进“翻转课堂”模式，改进教与学的方式，教师精心设计并在教学过程中与学生积极互动、共同发展，引导学生质疑、探究，促使学生在教师指导下主动地、富有个性地学习，实现思品课“三维”目标的整合，突出学生创新精神和独立学习实践能力的培养。

　　第二部分，初中思想品德课“翻转课堂”教学模式的运用策略。首先是初中思想品德课“翻转课堂”教学运用的要求，包括要坚持突出学生学习的独立性，要坚持不断提升教师多方面素养，要坚持一切从实际出发，要坚持有目标、有重点，要坚持有高潮，有新意；其次是初中思想品德“翻转课堂”教学的设计与实施，包括课前设计和课堂实施两部分，其中课前设计包含导学案的制定、视频的制作、课前针对性练习、学情反馈。课堂实施包括明确目标、合作探究、汇报交流、精讲点拨、巩固训练、反馈评价等；再次以《学会与父母沟通》为例展示初中思想品德课“翻转课堂”教学的课前设计与课堂实施。

　　第三部分是针对初中思想品德课“翻转课堂”教学的总结反思。主要讲述实施“翻转课堂”教学过程中遇到的问题及思考的对策。

　　关键词：“翻转课堂”教学模式，教学设计，理念

　　Abstract

　　“Flipped classroom” originates from the American teaching idea and mode. Itis a form of blended learning in which students learn new content online bywatching video lectures, doing guidance case before class and what used to behomework is now done in class with teachers offering more personalized guidanceand interaction with students , instead of lecturing. This model forms thecompetitive interactive learning mechanism and changes the traditional evaluationmethods. It changes teaching mode from the original indoctrination to interactionand students change from passive study to active study, which can greatlyenhance the learning attraction. As for the moral lesson in junior middle school inour country, “flipped classroom” teaching mode is still in the exploration andpractice stage and has not yet formed a mature model. This thesis based on myown classroom teaching practice takes “A Study on 'Flipped Classroom' ofIdeological Moral Course in Junior Middle School” as the title. With a specificexample of “flipped classroom”, it displays the design process, designrequirements, and the exploration of specific operation of “flipped classroom”

　　teaching mode under New Curricular Standards to provide reference for thefirst-line ideological and moral teachers.

　　The thesis is divided into three parts: the outline of the “flipped classroom”mode, the strategies used in “flipped classroom” teaching mode of juniorideological moral course, and the summary and reflection of the study on “flippedclassroom” teaching mode of junior ideological moral course.

　　The first part is the outline of “flipped classroom” teaching mode. First, itdefines the connotation of “flipped classroom” teaching mode; Next, it is theimplementation condition of “flipped classroom” teaching mode, namely, tobuild learning platform, to divide study groups, and to establish the competitivelearning mechanism; Finally, it points out advantages of the “flipped classroom”teaching mode, that is, “flipped classroom” teaching mode helps to highlightstudents'dominant position, enhance their ability of self-study and innovation,stimulate students' interest in learning, and enhance their confidence andefficiency in learning. It also can alleviate the teachers' lecturing pressure andreach the aim of teaching students in accordance of their aptitude and maketeaching benefit teachers as well as students. The guide principle of this thesis is:

　　to explore the introduction of “flipped classroom” in moral lesson of junior middleschool and improve the way of teaching and learning. The teachers design theirteaching carefully, interact actively with students in the process of teaching,guide students to question , and explore, and urge the students to learnindividually and actively under their guidance , which realizes the“three-dimensional” target integration, and highlights the cultivation of students'innovative spirit and practice ability of independent learning.

　　The second part is the strategies used in “flipped classroom” teaching mode ofjunior ideological moral course. The first is the teaching application requirementsof the “flipped classroom” teaching mode including to adhere independence of thestudents, teachers should continuously improve qualities in many aspects, toinsist that all embark from the reality, to adhere to the goal and the key point andto adhere to a climax and new ideas; the second is the design and implementationof “flipped classroom” teaching mode of junior ideological moral course includingbefore class design and classroom implementation. The pre-class design containsthe guiding case formulation, video production, pre-class targeted exercises,and the feedback of learning situation. The “flipped classroom” implementationincludes clear objectives, cooperative inquiry, report and exchange, preciseexplanation,consolidated training,feedback evaluation and etc.; Finally,to use“Learn to Communicate with Parents” as an example to show the pre-classteaching design and classroom implementation of “flipped classroom” teachingmode in moral lesson of junior middle school.

　　The third part is for the teaching summary and reflection of “flippedclassroom” teaching mode of junior ideological moral course. It mainly tells aboutthe main problems encountered in the process of implementing the “flippedclassroom” and countermeasures.

　　Key words:“Flipped classroom”teaching mode,Teaching design,Idea
 

　　目录

　　中文摘要……I

　　Abstract …… III

　　引 言…… 1

　　（一）研究背景…… 1

　　（二）研究意义…… 2

　　1.理论意义…… 2

　　2.现实意义…… 2

　　（三）研究现状…… 2

　　1.国外关于“翻转课堂”的研究现状 …… 2

　　2.我国关于“翻转课堂”的研究现状 …… 3

　　（四）研究方法…… 6

　　（五）创新之处…… 7

　　一、“翻转课堂”教学模式概述…… 7

　　（一）“翻转课堂”教学模式的内涵…… 7

　　（二）“翻转课堂”教学模式的实施条件…… 8

　　1.搭建学习平台…… 8

　　2.划分学习小组…… 8

　　3.建立竞争学习机制…… 9

　　（三）“翻转课堂”教学模式的优势…… 9

　　1.有利于突出学生的主体地位，增强其自学能力和创新能力 …… 9

　　2.有利于激发学生的学习兴趣，提升其学习信心和学习效率 …… 9

　　3.有利于减轻教师的讲课压力，实现因材施教和教学相长 …… 10

　　二、初中思想品德课“翻转课堂”教学模式的实施策略…… 10

　　（一）初中思想品德课“翻转课堂”教学实施要求…… 10

　　1.要坚持突出学生学习的独立性 …… 10

　　2.要注意激励学生…… 10

　　3.要坚持不断提升教师多方面素养 ……11

　　4.要从实际出发，目标明确，重点突出，富有节奏 ……11

　　5.要处理好课前自学与课堂教学之间的关系 ……11

　　6.要注重教学环节的衔接和完整性 …… 12

　　（二）初中思想品德课“翻转课堂”教学的设计与实施…… 12

　　1.课前设计…… 12

　　2.课堂实施…… 13

　　（三）初中思想品德课“翻转课堂”教学示例--以《学会与父母沟通》为例 …… 16

　　三、初中思想品德课“翻转课堂”教学的总结反思…… 23

　　（一）实施过程中存在的障碍和问题…… 23

　　（二）针对问题可以采取的应对策略…… 24

　　结语…… 26

　　参考文献…… 28

　　致谢…… 31