中国电化教育

"互联网+"下,自带设备、MOOCs、视频公开课、微课等展现了多种混合学习场景,翻转课堂作为强势力量受到热烈追捧。但同时并存"形似而非神似""效果天花板""认知天花板"等众多问题。为适应社会对创新人才的需求,受到热捧的翻转课堂亦需升级。学习是知识建构的过程成为人们的共识。在知识建构理论和方法的支撑下,该文构建了"互联网+"下翻转课堂的知识建构模型。模型包括课前的个人知识建构、课中的协同知识建构、课后的社会认知网络生成三个阶段,具体包含吸收、生成、形成问题、共享、评价、论证、协商、交流、反思、共生等认知环节。基于此模型在研究生《教育技术学研究方法》的课程中开展了实践,结论表明,翻转课堂中的知识建构模型能够促进学生间的深度知识建构,能够提升学生对课程的满意度,能够增强学生对学习平台认知有用性的认知。

In the "Internet +" Era, BODY, MOOCs, video open class, and micro class display many mixed learning situations, and flipped classroom is warmly pursued. But at the same time, "the ceiling effect" and "cognitive ceiling" and many other issues appear. In order to meet the needs of the society for innovative talents, the flipped classroom needs to be upgraded. Learning is the process of knowledge construction. In support of the theory and method of knowledge construction, the flipped classroom knowledge construction model is built. The model includes personal knowledge construction before class, collaborative knowledge construction in the class, social cognitive network after class, including absorption, formation, problem, sharing, evaluation, demonstration, consultation, communication, reflection and symbiosis of cognition. This model is carried out in practice in the course of "research methods of educational technology". Based on the conclusion, flipped classroom knowledge construction model can promote the depth of knowledge construction, can enhance students' satisfaction to the course, can enhance students' learning platform on the cognitive usefulness.