“翻转课堂”应用于高中化学教学中的实践研究学科教学专业论文.docxVIP

PAGE PAGE 13 PAGE PAGE 10 摘要 翻转课堂近两年来逐渐成为全球教育者的一个热点话题，它通过 对知识传授和知识内化的颠倒安排，改变了传统教学中的师生角色， 并对课堂时间的使用进行了重新规划。它与传统教学相比具有突破传 统课堂局限，重构教学结构突出学生主体地位，体现教学新理念的优 势。实施课堂翻转虽然包括课前设计制作精良的微课视频等多个环节， 但其中最关键的要素仍然在教师对翻转课堂的设计和掌控，教师只有 更新教学理念，提高教育教学水平，以人为本，尝试应用翻转课堂教 学模式，探究翻转课堂的设计特点，旨在提高学生终身学习能力。 本文在“掌握学习”理论的指导下，利用一节《氯气》课堂实录 及一节《再识硝酸》的观课议课，记录了探寻翻转课堂的教学模式实 践的脚步。并利用自制微课《探寻二氧化硫》及翻转课堂教学实录作 详细案例，分析了翻转课堂的设计要素和特点，并进行了反思总结。 本文选取贵阳一中高一年级两个班级作为实验班，以高中化学必 修一第四章《非金属及其化合物》进行翻转课堂教学实验，并对教学 实效性进行了分析。结果表明翻转课堂针对于敢于提问、善于交流、 自我管理能力强的学生群体有较好的学习效果，学习成绩和学习能力 都有所提高；翻转课堂教学在高中化学教堂中更适用于不需要太多理 论知识指导的章节，学生微课学习相对比较容易，翻转课堂更加容易 实现。 本文最后还对现阶段教师、学生对微课及翻转课堂的认识理解做 了调查分析，结合实践研究总结了翻转课堂教学模式的特点、优势及 不足之处。 关键词：翻转课堂，微课，高中化学 Abstract Abstract Flipped classroom (FC), which is gradually a contentious and hotly debated topic at global educator, change role of teacher-student at traditional teaching via reverse arrangement of imparking and internalization of knowledge, and re-plan use of teaching time. Comparing with traditional teaching, FC break through limitations of traditional teaching, outstand main position of students at framework of teaching re-establish, and embody advantage of new idea of teaching. Although FC implemented included many link of excellent design and production (micro class video, etc.) before class, FC designed and controlled by teachers is best key factors. To try teaching model of FC applied explore design characteristics of FC via only improving teaching idea, enhancing teaching level of education, and people foremost. This can heighten lifelong learning ability of students. Under academic guidance of mastery study, practice stamps of exploring teaching model of FC were recorded using section one –classroom records of chlorine – and viewing and discussing class of relearning nitric acid. And design factors and characteristics of FC analyzed, summarized and rethought using particular cases of self-made micro class -exploring sulfur dioxide- and teaching records of FC. The experiments of FC teaching, w