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翻转课堂与传统课堂对比.docx

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TraditionalvsflippedteachingInthetraditionalmodelofclassroominstruction,theteacheristypicallythecentralfocusofalessonandtheprimarydisseminatorofinformationduringtheclassperiod.Theteacherrespondstoquestionswhilestudentsdeferdirectlytotheteacherforguidanceandfeedback.Inaclassroomwitharadicallytraditionalstyleofinstruction,individuallessonsmaybedidacticandentirelycontentoriented.Studentengagementinthetraditionalmodelmaybelimitedtoactivitiesinwhichstudentsworkindependentlyorinsmallgroupsonanapplicationtaskdesignedbytheteacher.Classdiscussionsaretypicallycenteredontheteacherwhocontrolstheflowoftheconversation.Typically,thispatternofteachingalsoinvolvesgivingstudentsthetaskofreadingfromatextbookorpracticingaconceptbyworkingonaproblemset,forexample,outsideschoolTheflippedclassroomintentionallyshiftsinstructiontoalearner-centeredmodelinwhichclasstimeisdedicatedtoexploringtopicsingreaterdepthandcreatingmeaningfullearningopportunities,whileeducationaltechnologysuchasonlinevideosareemployedtodelivercontentoutsideoftheclassroom.Inaflippedclassroomcontentdeliverymaytakeavarietyofforms.Oftentimesvideolessonspreparedbytheteacherorthirdpartiesareusedasacontentdeliverymechanism,thoughonlinecollaborativediscussions,digitalresearch,ortextreadingsmaybeutilizedaswell.Flippedclassroomsalsoredefinein-classactivities.In-classlessonsaccompanyingflippedclassroommayincludeactivitylearningormoretraditionalhomeworkproblems,amongotherpractices,toengagestudentsinthecontent.Classactivitiesvarybutmayinclude:usingmathmanipulativesandemergingmathematicaltechnologies,in-depthlaboratoryexperiments,originaldocumentanalysis,debateorspeechpresentation,currenteventdiscussions,peerreviewing,project-basedlearning,andskilldevelopmentorconceptpracticeBecausethesetypesofactivelearningallowforhighlydifferentiatedinstruction,moretimecanbespentinclassonhigher-orderthinkingskillssuchasproblem-finding,collaboration,designandproblemsolvingasstudentstackledifficultproblems,workingroups,research,andconstructknowledgewi