First of all, briefly introduce the "flip classroom"
1. The origin of "flipping the classroom".
Back in the 1990s, Eric of Harvard University? Mazur began to explore the "flip classroom". In 2000, Maureen, USA? Rachel, Glenn? Pratt and Michael? Seglia published a paper titled "Flipping Classroom: The Path to Creating an Inclusive Learning Environment", and "Flipping Classroom" was formally put forward. In 2004, Salman of Khan Academy? Salman khan used Yahoo chat software and other media to solve this math problem for his cousin. Later, many friends sent similar requests for help, and Khan solved their problems through short videos. The "flip classroom" was really used in teaching in the spring of 2007. Jonathan, a chemistry teacher at Rocky Mountain Park High School in Colorado, USA? Pahlman and Aaron? Sams uses screen recording software to record videos and upload them to the Internet to help truant students make up lessons. At this point, the "flip classroom" has gradually become familiar to many teachers and has become a new teaching model and research hotspot in the global education sector.
2. "Flip the classroom" operation mechanism.
"Flip Classroom" is based on micro-video and learning management platform, which mainly includes two stages: knowledge dissemination and knowledge internalization.
In the stage of knowledge dissemination, micro-video is the core part of "flipping the classroom". Before class, teachers study the content of teaching materials deeply, tap the essence of knowledge and make clear the teaching objectives; Then make the knowledge content into one or several "short and pithy" micro-videos and upload them to the network communication service platform (such as Q Group * * *). According to the task list issued by the teacher, students learn micro-video independently, and test the effect of autonomous learning through the test questions on the online learning platform. Teachers know the students' learning situation through the feedback from the learning management platform, so as to adjust the classroom teaching.
Knowledge internalization stage. In the formal classroom, students independently complete the homework assigned by the teacher, and the confusion and problems are solved through discussion and cooperation between groups and teachers and students. After class, students complete related exercises on the network platform or other materials, and conduct independent exploration and reflection through the practice evaluation video recorded by the teacher to consolidate the internalized knowledge. In short, "flip classroom" is a new teaching mode of "learning first and teaching later". The concrete manifestations are as follows: outside the classroom, students independently control the progress and complete the knowledge dissemination of independent learning; In the classroom, teachers and students collaborate to explore, show and communicate, solve problems, and teachers summarize feedback in time to help students complete the internalization of knowledge.
Second, the practical significance of self-learning ability to "flip the classroom"
In short, autonomous learning ability is the comprehensive psychological quality of learners in setting their own learning goals, choosing learning strategies and monitoring learning results. It is of great significance to the practice of "flipping the classroom".
1. Guarantee for students to learn micro-video by themselves.
Micro-video is the carrier of knowledge content in "flipping the classroom", and self-learning micro-video before class is the premise of effectively carrying out "flipping the classroom". However, in the process of students' self-arranged micro-video learning, students can choose to finish micro-video learning after class or at home according to the task list because they are no longer too bound by time and space. But in such a relaxed and free atmosphere, laziness is inevitable. Therefore, having good autonomous learning ability can play a role of self-discipline.
2. Stimulate students' enthusiasm for classroom interaction.
The "flip classroom" is different from the traditional classroom. It replaces knowledge standard with comprehensive ability standard, and pays attention to cultivating students' quality of active participation, independent thinking and sharing. In a relaxed classroom atmosphere, students pour out their confusion in the process of watching videos, communicate with teachers and study group members, and enhance their ability to find and solve problems. In addition, students' emotional experience (such as sharing a sense of accomplishment) can enhance their sense of self-efficacy; Students can express their opinions on the unique views formed in the process of self-study of video content. Such a classroom is a stage for sharing, a reactor for thinking exchange and collision, and every student is an indispensable part.
3. It is convenient for the wide implementation of "flipping the classroom".
In China, facing the introduction of "flip classroom" education, Chongqing Jukui Middle School initiated local practice. But there are also voices questioning this new teaching mode: how to ensure that students can complete micro-courses independently? Can "flipping the classroom" really bring about educational changes? Therefore, strengthening the cultivation of students' autonomous learning ability is the premise of implementing "flip classroom". The knowledge dissemination stage of "flip classroom" is completed by students' self-study micro-video after class, and the knowledge internalization stage is completed by interactive communication. Students with autonomous learning ability, faced with such a new teaching method, will not be at a loss, nor will they feel free from bondage, but will feel deeply important.
Responsibility. Therefore, strengthening the cultivation of students' autonomous learning ability is conducive to the wide implementation of "flip classroom"
Fourthly, the cultivation strategy of students' autonomous learning ability under the "flip classroom"
1. Carefully design micro-video content to stimulate students' interest in autonomous learning.
In the selection of micro-video content, teachers should accurately select the important and difficult contents of subject knowledge according to the characteristics of the subject and students' cognitive rules, and pay attention to the close connection of knowledge points, clear organization and conciseness. In addition, cutting-edge academic information can be introduced into the video, which is conducive to broadening students' knowledge horizons and stimulating students' interest. In recording, teachers can make sounds and pictures appear naturally through handwritten explanations, camera explanations, live lectures and other forms, thus improving video quality. In short, teachers should carefully design micro-video content to improve students' interest in autonomous learning.
2. Help students form learning strategies.
Because the micro-class link of "flipping the classroom" is a virtual classroom created with the help of the network platform, teachers should help students form certain learning strategies so as to properly adjust autonomous learning. Learning strategies include cognitive strategies, metacognitive strategies and resource management strategies. Among them, cognitive strategies can help students encode the knowledge content in micro-videos, such as copying and taking notes. Meta-cognitive strategy can help students adjust the video playback progress purposefully. Resource management strategies can help students choose a suitable environment and make a timetable for autonomous learning. When encountering setbacks, you can also attribute yourself and adjust your mood.
3. Make a feasible task list.
"Flip the classroom" needs to log on to the network platform for micro-class learning. How to ensure students to complete the task list through the network platform is an urgent problem to be solved in "flipping the classroom". Usually, the task is too difficult or too difficult, which is not conducive to students' autonomous learning, nor can it enhance students' sense of self-efficacy. Therefore, teachers should start from learners' cognitive level, make a feasible task list and reasonably grasp the task difficulty level. The task list includes cognitive module, comprehensive module and design module. The cognitive module is less difficult, which mainly examines students' mastery of knowledge and content; The comprehensive module is moderately difficult, which mainly examines students' comprehensive ability to analyze and solve problems by using knowledge; The design module is mainly to create life situations related to new knowledge and encourage spare students to use knowledge flexibly to explore problems. These three modules are relatively advanced in difficulty and ability, and can meet different educational needs.
4. Establish a good supervision mechanism.
A good supervision mechanism can help students to strengthen the cultivation of autonomous learning habits. Therefore, it is necessary to establish a "three-pronged" supervision mechanism for teachers and students, home schools and students. Among them, in the teacher-student mechanism, teachers use the homework submission system in the learning management platform to monitor the progress of students' tasks at any time. For students who can't submit their homework in time, teachers can kindly remind or warn them by email to urge them to finish their homework in time. Using the home-school mechanism can not only give full play to the educational power of home-school cooperation, but also facilitate parents to intervene and guide their children's bad study habits in time and urge parents to pay more attention to their children's education. In addition, the strength of student groups is an indispensable educational force for the growth of teenagers. In the student-student mechanism, teachers can divide cooperative groups according to students' hobbies and willpower, and set the goal of * * * and progress, so that students can supervise, assist and encourage each other and finally achieve synchronous development.