精選優(yōu)質(zhì)文檔-----傾情為你奉上精選優(yōu)質(zhì)文檔-----傾情為你奉上專心---專注---專業(yè)專心---專注---專業(yè)精選優(yōu)質(zhì)文檔-----傾情為你奉上專心---專注---專業(yè)愛思唯爾數(shù)據(jù)庫(kù)獲取資料1.Theexperienceofthree?ippedclassroomsinanurbanuniversity:anexplorationofdesignprinciples(2014.2)設(shè)計(jì)原則的探索：在城市大學(xué)中使用三個(gè)翻轉(zhuǎn)課堂的體驗(yàn)來源：《InternetandHigherEducation》Abstract:Asaresponsetothecallfortechnologyenhanced,student-centeredlearningenvironments,the?ippedclass-roomapproachhasdrawnmuchattentionfromboththeresearchandpracticecommunities.Despiteover?fteenyearsof?ippedclassroomimplementation,designprincipleshavebeenminimallyelaborated詳盡uponinrelationtodiversedisciplinarycontexts學(xué)科背景.Focusingonthisgap,weengagedinamixedmethodsstudythatexaminedthreeinstancesofthe?ippedclassroomacrossuniquedisciplines學(xué)科andtoextractspeci?cdesignprinciples.Threein-structorsand115studentsenrolledinthreeseparateclassesinfall2012participatedinthestudy.BuildingupontheRevisedCommunityofInquiryFramework,wedevelopeda?ippedclassroomdesignframeworkandidenti?edninedesignprinciples.Keywords:Flippedclassroom;Invertedclassroom;Technology-enhancedlearning;Blendedlearning;Student-centeredlearning;Mixedmethodsresearch摘要：至于對(duì)技術(shù)提升，以學(xué)生為中心的學(xué)習(xí)環(huán)境的的要求，翻轉(zhuǎn)課堂的做法已引起研究和實(shí)踐領(lǐng)域的廣泛關(guān)注。盡管翻轉(zhuǎn)課堂以實(shí)施了超過15年的時(shí)間，關(guān)于不同的學(xué)科背景，已經(jīng)在最低限度闡述了他的設(shè)計(jì)原則。著眼于這種差距，我們用混合學(xué)習(xí)方法研究，審查獨(dú)特的跨學(xué)科的翻轉(zhuǎn)課堂的三個(gè)實(shí)例，并提取特定設(shè)計(jì)原則。三個(gè)教學(xué)者和115名學(xué)生2012年秋季參加了三個(gè)不同班的研究。經(jīng)詢問框架的修訂社區(qū)建設(shè)，我們制定了一個(gè)翻轉(zhuǎn)課堂的設(shè)計(jì)框架和9個(gè)設(shè)計(jì)原則。關(guān)鍵詞：翻轉(zhuǎn)課堂;課堂倒置;科技輔助學(xué)習(xí)，混合式學(xué)習(xí);以學(xué)生為中心的學(xué)習(xí);混合方法研究FlipMyClass!Afacultydevelopmentdemonstrationofa?ipped-classroom（2014.6）翻轉(zhuǎn)我的教室，一個(gè)學(xué)院使用翻轉(zhuǎn)課堂后的展示來源：《CurrentsinPharmacyTeachingandLearning》Abstract：Thisarticledescribesauniquemodelforafacultydevelopmentprogramfocusedonsensitizingclinicalpharmacypractice(CPP)facultytothe“?ipped-classroom”approachtoteaching.Thedevelopersofthisprogramassignedpre-programhomeworktothefaculty,whichrequiredthemtowatchaYouTubeorigamivideoon“Howtomakeapapercrane?”andaPrezipresentationon?ipped-classroomconcept.Facultywereinstructedtowatchthecranevideo,constructtheirowncrane,andsendinapictureofittothefacultyfacilitatorsbythedeadline.Thein-classprogramactivitiesincludedaquizonthehomework;evaluationandfeedbackofthecranessubmitted;adiscussiononhowtoutilizeclasstimeforhigherordercomplexassignmentsviaa?ipped-classroomapproach;andindividual,small-,andlarge-groupre?ection.Twentyof34(59%)CPPfacultycompletedthepapercranehomework.Twenty-threefaculty(68%)attendedthe“in-class”workshop.Overall,84%ofthefacultystatedthatthefacultydevelopmentworkshopandhomeworkverystronglyorstronglyincreasedtheirunderstandingofa?ipped-classroomand88%ofthefacultystatedthattheywouldconsider?ippingoneoftheirclassesnextyear.Thiswell-receivedfacultydevelopmentmodelsuccessfullysensitizedfacultytothe?ipped-classroomconceptbyhavingthemtakeontheroleofthestudent.Thisfacultydevelopmentprogramisamodelforotherschools/collegestoexposefacultytoalternativeteachingtechniqueswhichmayhelpthem“thinkoutsidethebox”whenteachingstudentpharmacists.Keywards:Flipped-classroom;Facultydevelopment;Pedagogy翻譯：本文介紹了學(xué)院的發(fā)展規(guī)劃的獨(dú)特模式側(cè)重于敏臨床藥學(xué)實(shí)踐（CPP）教授的“翻轉(zhuǎn)教室”的教學(xué)方法。這一方案的開發(fā)人員分配預(yù)方案功課的教師，要求他們觀看YouTube視頻折紙中的“如何做一個(gè)紙鶴？”Prezi在佛羅里達(dá)州講解了翻轉(zhuǎn)教室的概念。學(xué)院要求觀看視頻起重機(jī)，構(gòu)造自己的起重機(jī)，并在截止日期前發(fā)送給它的輔導(dǎo)員教師一個(gè)畫面。課內(nèi)計(jì)劃活動(dòng)包括一個(gè)家庭作業(yè)的小測(cè)驗(yàn);評(píng)估并提交起重機(jī)的反饋;如何在翻轉(zhuǎn)課堂中利用課堂時(shí)間高效有序的解決復(fù)雜任務(wù)，又比如個(gè)人，小型，大的團(tuán)隊(duì)。20個(gè)教師（大約59％）完成了紙鶴功課。二十三名教師（68％）參加了“課程”研討會(huì)，整體上，84％教師指出大家都很喜歡研討會(huì)及作業(yè)，這種喜歡增加了他們對(duì)于翻轉(zhuǎn)課堂的理解，并且一個(gè)翻轉(zhuǎn)教室88％的教師表示，他們會(huì)考慮明年將翻轉(zhuǎn)課堂應(yīng)用到自己的班級(jí)。這種收到良好效果的教師發(fā)展模式，成功地讓教師們由學(xué)生角色視角認(rèn)識(shí)到翻轉(zhuǎn)課堂的教室概念。該學(xué)院的發(fā)展項(xiàng)目對(duì)其他學(xué)校/大學(xué)來說是一個(gè)典型的例子，揭示教師另類教學(xué)技巧，這樣能幫助他們想想盒子外的世界，當(dāng)教學(xué)生藥劑師時(shí)。Anovelintegrationofonlineandflippedclassroominstructionalmodelsinpublichealthhighereducation(2014)來源：《Medicaleducation》在線和翻轉(zhuǎn)課堂教學(xué)模式在公共衛(wèi)生高等教育領(lǐng)域的一種新型整合Abstract：Background:In2013,acohortofpublichealthstudentsparticipatedina‘flipped’EnvironmentalandOccupationalHealthcourse.ContentforthecoursewasdeliveredthroughNextGenU.organdactivelearningactivitieswerecarriedoutduringin-classtime.Thispaperreportsonthedesign,implementation,andevaluationofthisnovelapproach.Methods:Usingmixed-methods,weexaminedlearningexperiencesandperceptionsoftheflippedclassroommodelandassessedchangesinstudents'self-perceivedknowledgeafterparticipationinthecourse.Weusedpre-andpost-coursesurveystomeasurechangesinself-perceivedknowledge.Thepost-coursesurveyalsoincludeditemsregardinglearningexperiencesandperceptionsoftheflippedclassroommodel.Wealsocomparedstandardcoursereviewandexaminationscoresforthe2013NextGenU/FlippedClassroomstudentstopreviousyearswhenthecoursewastaughtwithalecture-basedmodel.Weconductedafocusgroupsessiontogainmorein-depthunderstandingofstudentlearningexperiencesandperceptions.Results:Studentsreportedanincreaseinknowledgeandsurveyandfocusgroupdatarevealedpositivelearningexperiencesandperceptionsoftheflippedclassroommodel.Meanexaminationscoresforthe2013NextGenU/Flippedclassroomstudentswere88.8%comparedto86.4%fortraditionalstudents(2011).Onascaleof1–5(1=lowestrank,5=highestrank),themeanoverallratingforthe2013NextGenU/Flippedclassroomstudentswas4.7/5comparedtoprioryears’overallratingsof3.7(2012),4.3(2011),4.1(2010),and3.9(2009).Twokeythemesemergedfromthefocusgroupdata:1)factorsinfluencingpositivelearningexperience(e.g.,interactionswithstudentsandinstructor);and2)changesinattitudestowardsenvironmentalandoccupationhealth(e.g.,deepenedinterestinthefield).Conclusion:OurresultsshowthatintegrationoftheflippedclassroommodelwithonlineNextGenUcoursescanbeaneffectiveinnovationinpublichealthhighereducation:studentsachievedsimilarexaminationscores,butNextGenU/Flippedclassroomstudentsratedtheircourseexperiencemorehighlyandreportedpositivelearningexperiencesandanincreaseinself-perceivedknowledge.Theseresultsarepromisingandsuggestthatthisapproachwarrantsfurtherconsiderationandresearch.Keywords:Flippedclassroom,Blendedlearning,E-learning,Publichealtheducation,MasterofPublicHealth,Environmentalandoccupationalhealth背景：在2013年，公共衛(wèi)生學(xué)生的隊(duì)列參加了翻轉(zhuǎn)課堂與職業(yè)健康課程。該課程內(nèi)容形式通過NextGenU.org和主動(dòng)學(xué)習(xí)的活動(dòng)，在上課時(shí)間進(jìn)行。本文介紹這種新方法的設(shè)計(jì)，實(shí)施和評(píng)價(jià)。方法：采用混合學(xué)習(xí)方法，我們研究評(píng)估參與課程后，學(xué)生的學(xué)習(xí)經(jīng)驗(yàn)和對(duì)翻轉(zhuǎn)課堂模式的認(rèn)知和學(xué)生自我感知方面的改變。我們用課前和課后調(diào)查，評(píng)估自我感知的知識(shí)方面的變化。在課后的調(diào)查項(xiàng)目還包括關(guān)于學(xué)習(xí)經(jīng)驗(yàn)和翻轉(zhuǎn)課堂模式的看法。我們還比較標(biāo)準(zhǔn)課程復(fù)習(xí)和考試成績(jī)?yōu)?013NextGenU/翻轉(zhuǎn)課堂學(xué)生前幾年的過程中被灌輸了講座為基礎(chǔ)的模式。我們進(jìn)行了焦點(diǎn)小組會(huì)議上從而更深入的了解學(xué)生的學(xué)習(xí)經(jīng)驗(yàn)和看法。結(jié)果：學(xué)生報(bào)告顯示增加知識(shí)和調(diào)查，焦點(diǎn)小組的數(shù)據(jù)顯示，積極的學(xué)習(xí)經(jīng)驗(yàn)和翻轉(zhuǎn)課堂模式的看法?？荚嚨钠骄?jǐn)?shù)為2013NextGenU/翻轉(zhuǎn)課堂上學(xué)生88.8％，比傳統(tǒng)的學(xué)生（2011）86.4％高。規(guī)模的1-5等級(jí)（1=最低級(jí)，5=最高等級(jí)），平均整體評(píng)價(jià)為2013NextGenU/翻轉(zhuǎn)課堂上的學(xué)生為4.7/5相比之前3.7年的整體收視率（2012年），4.3（2011），4.1（2010年）和3.9（2009年）。兩個(gè)重要的主題出現(xiàn)在了焦點(diǎn)小組的數(shù)據(jù)上：1）影響積極學(xué)習(xí)經(jīng)驗(yàn)的因素（如，學(xué)生和教師的交互;2）對(duì)環(huán)境和職業(yè)健康態(tài)度的變化（例如，對(duì)某領(lǐng)域強(qiáng)烈的興趣）。結(jié)論：我們的研究結(jié)果表明，集成在線NextGenU課程翻轉(zhuǎn)課堂模式在公共衛(wèi)生高等教育方面是一種有效的創(chuàng)新：學(xué)生取得了類似的考試成績(jī)，但是NextGenU/翻轉(zhuǎn)課堂上的學(xué)生，他們的課程體驗(yàn)更加強(qiáng)烈、積極的報(bào)道學(xué)習(xí)經(jīng)驗(yàn)和提高自我認(rèn)知的知識(shí)。這些結(jié)果是令人鼓舞的，并認(rèn)為這種做法值得進(jìn)一步考慮和研究。關(guān)鍵詞：翻轉(zhuǎn)課堂，混合式學(xué)習(xí)，網(wǎng)絡(luò)學(xué)習(xí)，公共衛(wèi)生教育，公共衛(wèi)生，環(huán)境和職業(yè)健康碩士UsingLeanintheFlippedClassroomforAtRiskStudents翻轉(zhuǎn)課堂的有風(fēng)險(xiǎn)的學(xué)生在使用精益（2013）來源：《EducationalTechnology&Society》ABSTRACT：Schoolsareworkingtoimproveachievementthroughtheexaminationofinstructionalpracticeandtheuseofinstructionaltechnology.Thisarticleprovidesinformedcommentaryonthestateofschoolreformandtheneedforcontinuousimprovement,instructionalimprovementandinstructionaltechnologyimprovement.Italsopresentsadvocacyfortheuseofacontinuousimprovementsystemcalledleanasatoolkitfortheseimprovementefforts.Adiscussionexampleofanatriskhighschool’sjourneythroughcontinuousimprovementandtheuseofaleantoolforanalysisforimprovementresultingintheinnovativeuseofscreencapturetechnologyissharedtohighlightoneapplicationoftheleanframeworkpresented.Keywords：Lean,Flipped,SchoolImprovement,InstructionalTechnology,SecondaryEducation摘要:學(xué)校正在努力通過教學(xué)實(shí)踐的檢驗(yàn)和使用教學(xué)技術(shù)來提高業(yè)績(jī)，本文提供有關(guān)學(xué)校改革的狀態(tài)，需要不斷改進(jìn)，提高教學(xué)和教學(xué)技術(shù)進(jìn)步知情的評(píng)論。這也提出倡導(dǎo)使用所謂的精益作為一個(gè)工具包，用以持續(xù)不斷的改進(jìn)系統(tǒng)。這些改進(jìn)工作的持續(xù)改進(jìn)體系。這個(gè)例子是共享的，一個(gè)處于危險(xiǎn)之中的高中，通過不斷的改進(jìn)和利用精益工具，分析改進(jìn)導(dǎo)致創(chuàng)新使用的屏幕捕獲技術(shù)的旅程，以突出介紹了精益框架的一個(gè)應(yīng)用。關(guān)鍵詞：精益，翻轉(zhuǎn)，學(xué)校改善，教學(xué)技術(shù)，中學(xué)教育Leanisdefinedasanapproachthatrequiresthecommitmentofthetechnical,socialandhumancapitalofanorganizationtocontinuousimprovementforthepurposeofidentifyingdistinctwaystocreatevalueasdeterminedbythecustomerandtoeliminatewastebasedonthoughtfulexaminationofitsrootcauses(Womack,Jones&Roos,1990).Nomoreflyingonautopilot:Theflippedclassroom(2013.1.1)TheUseofaFlippedClassroomtoEnhanceEngagementandPromoteActiveLearning使用翻轉(zhuǎn)課堂來提高課堂參與和促進(jìn)積極學(xué)習(xí)(2014.2)來源：《EducationandPractice》Abstract：ThisstudywasbasedonReeve’s(2013)four-aspectconceptualizationregardingstudentengagementtopromoteactivelearningusingaflippedclassroom.Theflippedclassroomisdefinedasusingtechnologytoprovidelecturesoutsideoftheclassroom,whileassignmentswithconceptsareprovidedinsidetheclassroomthroughlearningactivities(Clark,2013).Behavioralengagementisdefinedasteachers’directionofstudentstowardactivitiesthatrequirethemtoapplyinitiative(Fredricks,Blumenfeld,&Paris,2004).Emotionalengagementispromotedbyintentionallyselectingmaterialsthatstimulatestudents’interactionwithandfeedbacktothematerial(Taylor&Statler,2013).Cognitiveengagementisdefinedastheteacher’sskillinquestioningandthestudents’elaborationofanideaasananswer(Smart&Marshall,2012).Agenticengagementisstudentself-learning,withacontributionfromthelecturertoprovideinstructionalsupport(Reeve&Tseng,2011).Adescriptivequantitativemethodologywasusedinwhich24undergraduateTESOLstudentstookthecourseQMT212InstructionalDesign.Theresultsshowthatemotionalengagement(x=5.79)(sd=1.02)hasthehighestscore,followedbybehavioralengagement(x=5.62)(sd=0.69),cognitiveengagement(x=5.61)(sd=1.02)andagenticengagement(x=5.1)(sd=1).Thisstudyalsoshowsthat,foractivelearningtooccur,emotionalengagementisoneoftheimportantfactorsascomparedtoothertypesofengagement.Keywords:engagement(behavioral,emotional,cognitiveandagentic),flippedclassroom,activelearning摘要：這項(xiàng)研究是基于里夫的（2013）四方面概念化有關(guān)學(xué)生的參與使用翻轉(zhuǎn)課堂，促進(jìn)主動(dòng)學(xué)習(xí)。翻轉(zhuǎn)課堂上被定義為使用技術(shù)，提供課堂外聽課，作業(yè)時(shí)用的概念，通過學(xué)習(xí)活動(dòng)（克拉克，2013）教室內(nèi)設(shè)置。參與行為被定義為對(duì)學(xué)生要求他們主動(dòng)申請(qǐng)（Fredricks，布魯門菲爾德，與巴黎，2004年）活動(dòng)教師指導(dǎo)。情感投入是故意選擇了激發(fā)學(xué)生的學(xué)習(xí)與互動(dòng)和反饋的物料（泰勒-斯塔特勒，2013年）材料推廣。認(rèn)知參與的定義是老師提問的技巧和學(xué)生闡述的答案。，一個(gè)答案（智能卡和馬歇爾，2012年）。Agentic參與是學(xué)生自主學(xué)習(xí)，從講師貢獻(xiàn)以提供教學(xué)支持（里夫與曾雅妮，2011）。描述性的定量研究方法被用在其中24個(gè)參加課程212QMT教學(xué)設(shè)計(jì)的英語(yǔ)教學(xué)畢業(yè)生。結(jié)果表明，情感投入（X=5.79）（SD=1.02）得分最高，其次是行為的參與（X=5.62）（SD=0.69），認(rèn)知參與（X=5.61）（SD=1.02）和agentic接合（X=5.1）（標(biāo)準(zhǔn)差=1）。這項(xiàng)研究還表明，對(duì)于主動(dòng)學(xué)習(xí)發(fā)生，相比其他類型的參與，情感投入是最重要因素之一。關(guān)鍵詞：參與（行為，情感，認(rèn)知和agentic），翻轉(zhuǎn)課堂，主動(dòng)學(xué)習(xí)SocialLearningPlatformsandtheFlippedClassroom社會(huì)學(xué)習(xí)平臺(tái)和翻轉(zhuǎn)課堂來源：《InformationandEducationTechnology》2014.8Abstract：Thispaperexaminestheuseofsociallearningplatformsinconjunctionwiththeemergentpedagogyoftheflippedclassroom.Inparticulartheattributesofthesociallearningplatform“Edmodo”isconsideredalongsidethechangesinthewayinwhichonlinelearningenvironmentsarebeingimplemented,especiallywithinBritisheducation.SomeobservationsaremaderegardingtheuseandusefulnessoftheseplatformsalongwithaconsiderationoftheincreasinglydecentralizednatureofeducationintheUnitedKingdom.IndexTerms—Education,Edmodo,Internet,learningPlatforms.摘要：本文探討結(jié)合使用社交學(xué)習(xí)平臺(tái)的翻轉(zhuǎn)課堂的緊急教育學(xué)。特別是社會(huì)學(xué)習(xí)平臺(tái)“Edmodo”的屬性被認(rèn)為是旁邊的變化，其中在線學(xué)習(xí)環(huán)境正在實(shí)施，尤其是在英國(guó)的教育方式。有些意見提出關(guān)于伴隨著教育在英國(guó)的權(quán)力日益分散，關(guān)于這些平臺(tái)的使用和用途問題。關(guān)鍵詞：教育，Edmodo，上網(wǎng)，學(xué)習(xí)平臺(tái)。8.CompareafiippedinstuctionalmodelinanundergraduatecalculusIIIcourse比較“翻轉(zhuǎn)”教學(xué)模式在本科微積分III課程Inthissmallcomparativestudy,weexploretheimpactof“flipping”theinstructionaldeliveryofcontentinanundergraduateCalculusIIIcourse.Twoinstructorscollaboratedtodeterminedailycontentandlecturenotes;oneinstructoralteredtheinstructionaldeliveryofthecontent(notthecontentitself),utilizingvideostocommunicateproceduralcoursecontenttostudentsout-of-class,withtimein-classspentonconceptualactivitiesandhomeworkproblems.Studentperformanceontestsforbothclasseswillbecomparedtodetermineanysignificantdifferencesinachievementrelatedto“flipping”theinstructionaldelivery.Keywords:FlippedClassroom,Technology,CalculusIII,ComparativeStudy在這個(gè)小小的比較研究，我們探討“翻轉(zhuǎn)課堂”，在本科微積分三課程的教學(xué)內(nèi)容傳遞的影響。兩個(gè)教學(xué)者合作，以確定每天的內(nèi)容和講義;一位教官改變了教學(xué)傳遞內(nèi)容（而不是內(nèi)容本身），利用視頻，在課外將課程內(nèi)容傳達(dá)給學(xué)生，時(shí)間基本都花費(fèi)在概念學(xué)習(xí)和家庭作業(yè)問題上。在對(duì)這兩類學(xué)生的表現(xiàn)進(jìn)行測(cè)試比較，以確定實(shí)現(xiàn)“翻轉(zhuǎn)”的教學(xué)內(nèi)容傳遞是否有任何顯著的差異。關(guān)鍵詞：翻轉(zhuǎn)課堂，技術(shù)，微積分III，比較研究FlippedClassroomVersusTraditionalTextbookInstruction:AssessingAccuracyandMentalEffortatDifferentLevelsofMathematicalComplexity來源：德國(guó)施普林格Springer翻轉(zhuǎn)課堂教學(xué)與傳統(tǒng)教學(xué)教材：不同層次的評(píng)估的準(zhǔn)確性和腦力勞動(dòng)的數(shù)學(xué)復(fù)雜性(2014.10)Abstract：Flippedclassroomsareaninstructionaltechnologytrendmostlyincorporatedinhighereducationsettings,withgrowingprominenceinhighschoolandmiddleschool(TuckerinLeveragingthepoweroftechnologytocreatestudent-centeredclassrooms.Corwin,ThousandOaks,2012).Flippedclassroomsaremeanttoeffectivelycombinetraditionalandonlineeducationbyutilizingbothinandout-of-classtime.Despitepositivelyreportedimplicationsoftheflippedclassroominstructionalstrategy,thereisadeepshortageofliteratureanddatathatdemonstrateadvantagesforstudentlearningoutcomes.Thepurposeofthispreliminarystudywithdirectionsforfutureinvestigationswastoexamineflippedclassroominstructionversusatraditionalclassroom;specifically,aninstructionalvideoversustraditionaltextbookinstructiontoassessaccuracyandmentaleffortatthreelevelsofmathematicalcomplexity.College-levelnursingstudentswhorequiremathematicalmasterywereusedasapilottestgroupinanticipationthatthisexperiencecouldbetranslatedforlargerdatasetsofvariableagegroups.Resultsindicatedthataccuracyincreasedandmentaleffortdecreasedwithflippedinstruction.UsingSweller’scognitiveloadtheoryandMayer’scognitivetheoryofmultimedialearningastheoreticalframeworks,thisstudylendsinsightintodesigningeffectiveinstructionforlearningenvironmentsthatcouldbenefitfromaflippedclassroomframework.KeywordsFlippedclassroomáMathematicsáAccuracyáMentaleffortáNursingstudents摘要：翻轉(zhuǎn)教室的教學(xué)技術(shù)的發(fā)展研究主要集中在高等教育領(lǐng)域，在高中和初中也日益突出（塔克在利用科技的力量創(chuàng)造以學(xué)生為中心的課堂?？茰?，千橡，2012）。翻轉(zhuǎn)教室是利用課上和課下時(shí)間使傳統(tǒng)教育和網(wǎng)絡(luò)教育有效的結(jié)合。盡管積極報(bào)道翻轉(zhuǎn)課堂教學(xué)策略的影響，并且有文獻(xiàn)和數(shù)據(jù)資料的的深層短缺，但也展示了學(xué)生的學(xué)習(xí)成果優(yōu)勢(shì).初步研究以及今后調(diào)查方向的目的是審視翻轉(zhuǎn)課堂教學(xué)與傳統(tǒng)課堂。具體而言，教學(xué)視頻與傳統(tǒng)教材教學(xué)評(píng)估的準(zhǔn)確性和精神努力在三個(gè)層面上的數(shù)學(xué)復(fù)雜性。本科需要掌握數(shù)學(xué)的護(hù)理專業(yè)學(xué)生被用作試驗(yàn)測(cè)試組，這方面的經(jīng)驗(yàn)可以轉(zhuǎn)化為可變年齡組的更大的數(shù)據(jù)集。結(jié)果表明，在翻轉(zhuǎn)課堂教學(xué)中，精度提高和腦力勞動(dòng)下降。使用膨松劑的認(rèn)知負(fù)荷理論和Mayer的認(rèn)知多媒體學(xué)習(xí)的理論框架理論，本研究表明設(shè)計(jì)有效，學(xué)習(xí)可以受益于一個(gè)翻轉(zhuǎn)課堂教學(xué)框架的環(huán)境。10.LookingattheImpactoftheFlippedClassroomModelofInstructiononUndergraduateMultimediaStudentsatCSUN(2013.12)翻轉(zhuǎn)課堂教學(xué)模式對(duì)大學(xué)多媒體CSUN中學(xué)生在的影響CaliforniaStateUniversityNorthridgeAbstract:Scholarsandpractitionershavereportedthepositiveoutcomesofaflipped,orinverted,approachtoinstruction(Baker,2000;Lage,Platt&Treglia,2000;Bergmann,2011;Wright,2011;Pearson,2012;Butt,2012;Bates,2012).Whilemanyofthereportsareanecdotal,thesheernumberofinstructorsthathavereportedsuccessfulimplementationofthestrategyprovidessomeevidenceofitspowerfuluseasaninstructionalmethod.ThisstudyprovidesadetailedcaseinwhichoneapproachoftheFlippedClassroomModelofInstructionwasappliedintwoclassesatCaliforniaStateUniversityNorthridge.Studentreportssuggestthattheapproachprovidedanengaginglearningexperience,waseffectiveinhelpingstudentslearnthecontent,andincreasedself-efficacyintheirabilitytolearnindependently.Additionally,challengesandpotentialsolutionstothosechallengesarediscussed.Keywords:FlippedClassroom,TechnologyIntegration,InstructionalVideos學(xué)者和實(shí)踐者都報(bào)告了翻轉(zhuǎn)課堂結(jié)果以及方法指導(dǎo)方面的好的成果。雖然許多報(bào)道都是傳聞，但已報(bào)道成功實(shí)施戰(zhàn)略的導(dǎo)師的數(shù)量之多，為翻轉(zhuǎn)課堂教學(xué)方法的應(yīng)用提供了強(qiáng)大的證據(jù)。這項(xiàng)研究提供了一個(gè)詳細(xì)的例子：在美國(guó)加州州立大學(xué)北嶺分校兩個(gè)班級(jí)實(shí)施翻轉(zhuǎn)課堂教學(xué)模式的詳細(xì)情況。學(xué)生報(bào)告表明，該方法提供了參與的學(xué)習(xí)經(jīng)驗(yàn)，能有效地幫助學(xué)生學(xué)習(xí)內(nèi)容，并讓他們自主學(xué)習(xí)增加自我效能。此外，討論了挑戰(zhàn)和可能應(yīng)對(duì)這些挑戰(zhàn)的解決方案。關(guān)鍵詞：翻轉(zhuǎn)課堂，技術(shù)集成，教學(xué)視頻Usingtheflippedclassroomtoimprovestudentengagementandtopreparegraduatestomeetmaritimeindustryrequirements:afocusonmaritimeeducation(2014.4)使用翻轉(zhuǎn)課堂，提高學(xué)生的參與度，讓畢業(yè)生滿足航運(yùn)業(yè)的要求：注重海洋教育Abstract：Thispaperchallengesmaritimeeducators(MEs)toutilisetheflippedorpartiallyflippedclassroomtomeetincreasinglydiversestakeholderneeds.Giventheinternationalandgeographicallydispersednatureofth