I want to talk about four issues: first, flip the development context of the classroom; Second, the application practice of flip classroom in China; Third, flip the bright spot of classroom wisdom; Fourth, flip the development space of classroom application. Due to time constraints, I will only talk about some key points and omit many case demonstrations.
First, flip the classroom development situation
Flip class originated from Eric mazur, a professor of physics at Harvard University, who founded peer education in 1990s. He discussed that learning is divided into two steps: first, knowledge transfer, and then absorption and internalization. That is, knowledge transfer is realized through information technology, and absorption and internalization are completed through peer assistance. In 2000, Maureen Lach, Glen Pratt and Michael Treglia of the United States published a paper "Classroom Inversion: The Gateway to Creating an Inclusive Learning Environment", introducing that when they taught Introduction to Economics at Miami University, they used the World Wide Web and multimedia to let students watch the video at home or in the laboratory and finish their homework in groups. Another early flip classroom practice came from Woodland Middle School in Colorado. In 2007, two chemistry teachers in this school recorded the sound of PowerPoint presentation with screen capture software, and uploaded the video to the Internet to help students who were absent from class make up lessons.
Related to the flip classroom application is the video micro-course of Khan Academy. In the summer of 2004, Khan, who still lives in Boston, learned that his cousin, who was in the seventh grade in New Orleans, had encountered a math problem. Khan then used drawing and voice software to tutor his cousin remotely, and recorded a video clip with knowledge points as the unit in 10 minutes. After these videos were uploaded to the Internet, they helped a large group of children solve their learning problems. He then established the online library of Khan Academy, and collected thousands of self-recorded counseling micro-videos, which were provided to the world free of charge. This project has triggered a worldwide research upsurge on flipped classroom, and this "blended learning * *" model was rated as a major technological change that affected classroom teaching in 20 1 1 year by the Canadian Globe and Mail.
Video micro-lesson is inseparable from flipping classroom, and it is considered as an important technology to promote the reform of educational informatization in recent years. Our so-called flip classroom is supported by information technology. The two stages of traditional teaching process are first to impart knowledge in class, and then to internalize knowledge after class. In fact, when students need to overcome the key points and difficulties in their studies, teachers are often not on the scene. The basic idea of flipping the classroom is to reverse these two stages. Students impart knowledge by self-study after class, watching videos and doing exercises, and then take quizzes in class to solve key points and difficulties and internalize knowledge. This learning mode can improve the effectiveness of learning. Flipping the classroom gave us some inspiration. Innovative information teaching must achieve three breakthroughs: the breakthrough in time and space, the breakthrough in thinking and the breakthrough in the role of teachers. The innovation of information education can't just focus on the class, just focus on those 40 minutes, and make a comprehensive plan inside and outside the class.
Jukui Middle School in jiangjin district, Chongqing is the earliest school in China to carry out flip classroom experiments. Since 20 1 1, the school has supported the teaching practice of "learning before teaching and training in class" with video micro-lessons. In addition, the largest flip classroom experimental school in China is Changle No.1 Middle School in Weifang City, Shandong Province. The school has more than 8,000 students (mainly senior high school students), 168 classes, and all of them have implemented flip classroom teaching this semester. In fact, many early curriculum reform projects in China also have some characteristics of "flipping the classroom", such as "learning before teaching and training in class" in Yang Si Middle School in Jiangsu Province, "self-study-demonstration mode" in Xinjiang Middle School in Shaanxi Province, and "problem-oriented autonomous learning * * mode" in Mudu Senior Middle School in Jiangsu Province, although they are not really "flipping the classroom" research supported by information technology.
Next, several flip classroom cases are analyzed in detail. Changle No.1 Middle School put forward the "two-stage, four-step and ten-link flip classroom teaching method": students first improve their knowledge through self-study questioning (divided into five links: goal guidance, textbook self-study, micro-lesson assistance, cooperative learning and online testing), and then through training demonstration (divided into difficult breakthrough, training demonstration, cooperative promotion, evaluation guidance and summary reflection). Facts have proved that this change in classroom teaching structure has effectively improved the efficiency of classroom teaching and promoted students to learn to cooperate independently.
Another typical case is Gumei High School in Minhang, Shanghai. The flip classroom fully embodies the integration of information technology and teaching process: before class, students use e-books to learn * * "multimedia electronic textbooks", explain each knowledge point in detail through animation, solve and feedback problems through self-test, classroom feedback and questioning, and watch the problem-solving process through micro-video after class.
There is a "Qingyun Project" in Tianhe District of Guangzhou, which will normalize the flip class. A third-grade political teacher combined the subject characteristics of junior high school politics with the objective situation of his home school, only took out limited class hours to do flip teaching, set the class hours as Class A and Class B, and then combined them into AB, AAB and ABB flip modes.
The case of Shenzhen Nanshan Experimental Education Group is also very typical, and its task of flipping classroom learning is very clear: learning basic knowledge before class and in-depth learning during class.
By analyzing the above cases, I made a comparison chart. It can be seen that there are similarities, differences and characteristics in flipping classrooms in various schools. For example, in Changle No.1 Middle School, students study by themselves at night, and then the next day's class is a training demonstration. There are classes before and after class in Gumei Middle School, and there are classes before and after class in Fuzhou No.2 Middle School. Tianhe political class is only in class, and Nanshan also has before class. Then preschool activities include self-study, watching videos, communicating, doing homework, submitting wrong questions and so on. Technically, there are three main technologies: one is watching micro-video; The second is online training; The third is online communication.
Third, flip the bright spot of wisdom in the classroom.
If analyzed from the perspective of wisdom education, the flip classroom does reflect the bright spot of wisdom to a certain extent. The first bright spot of wisdom: to some extent, it embodies the student-oriented thought, because letting students watch micro-videos by themselves is helpful to learn at their own pace. Director Wang of Shaoxing Audio-visual Education Center did an experiment, in which half of the students watched video micro-lessons and the other half listened to the teacher. He found that among the students who watched the video micro-lesson, only one in ten people understood it after watching it again and again, and some even watched it six times, which means that each student has to watch it two or three times on average. Therefore, everyone's speed is different. Slow students can watch it several times or stop to think at any time. Only from this point, it also reflects a certain people-oriented thinking.
There is no doubt that education is to promote human development, but there is no teaching theory that really treats students as human beings. The existing teaching/learning theories are based on a series of metaphors: didacticism takes students as containers; Behaviorism regards students as trainable animals; Cognitive theory regards students as computers; Social constructivism regards massive online learning as an ant colony, which can transform unstructured behaviors into structured results (such as ant nests); Personal constructivism is related to developmental psychology, and the subject of behavior, like plant growth, only provides "supplies" for it; Connectionism regards people as "species" in learning ecology. Humanism needs to truly treat students as people, because students have ideas, can use tools, can teach themselves, have personality and need to communicate.
I think the most basic principle of education is to treat students as human beings. Because students are human beings, this truth can be replaced by "treating people as human beings", which sounds ridiculous, but it is actually the ultimate problem of mankind!
In education, there are many behaviors that we don't treat students as human beings, especially the slogan "Don't lose at the starting line" in many places, from high school competition to junior high school, from junior high school competition to primary school, from primary school competition to preschool education, and even to prenatal education. Why do our students study so hard? What you should learn at the age of 8 will sink to the age of 5; What you should learn at the age of five sinks to the age of three. Can children not suffer? So I said that the biggest problem in education is that students are not treated as human beings.
The second bright spot of wisdom is the division of labor between man and machine. Any regular and repeatable work can be done by machines, that is to say, a reasonable division of labor between people and machines allows people to do what they are best at, which is also a kind of wisdom. The third highlight of wisdom is the hybrid learning based on O2O (online and offline), so as to achieve complementary advantages and overall optimization. The fourth bright spot of wisdom is to give full play to collective wisdom, teachers prepare lessons collectively and students study cooperatively. The fifth bright spot of wisdom is the leadership of school education informatization. All schools that make good use of classrooms are principals who are courageous, seize the opportunity to reform, have courage, courage, foresight, careful organization and mechanism guarantee.
Fourth, flip the development space of classroom application.
Fourthly, I want to talk about the development space of flip classroom. In the application practice of flipping the classroom, we need to reflect on a series of questions: Is the use of micro-lessons flipping the classroom? Does in-depth study of extracurricular students happen? Does students' active learning take place in the classroom? Is proficiency reflected in the current flip class? One of the pillars of flipping the classroom is the change of learning culture. Has the teaching concept of the current teachers changed? How to improve teachers' information teaching ability.
Therefore, I say that flipping the classroom is only the initial stage of informationization to promote teaching reform, and we should still have a lot of room for improvement. I put forward a cubic model of development potential, including six development faces. The first aspect is to improve the quality of learning resources and design video micro-lessons that make students "excited". How to move? That is to do questions+stories, science+fun. Although a large number of video micro-courses have emerged in China, what really makes people feel excited is rare. In addition, in order to share the resources of micro-courses, it is necessary to improve the "universal design" level of micro-courses, reflecting the characteristics of small granularity, rich media, self-sufficiency and non-adhesion
The main purpose of today's report is to promote the application of digital teaching materials. What is the idealized digital textbook in everyone's mind? 201010 East China Normal University led the establishment of the "Special Group for Standards of Electronic Textbooks and E-books" to formulate technical standards for electronic textbooks and e-books; Among them, the information model specification of electronic teaching materials entered the national standard plan project in March 20 13. We have developed some prototypes of standards-based electronic textbooks in the laboratory. Let me demonstrate a short paragraph: this is a primary school Chinese textbook, so that students can practice drawing red; This paragraph is a math textbook, which can be practiced repeatedly. This is a middle school physics textbook, on which you can do simulation experiments; This is a high school chemistry textbook, which shows the molecular model in 3D. This is a junior high school geography textbook. Click on the block hotspot in the left page map, and the relevant data will be presented on the right page. This paragraph is a history textbook. We use the time axis to represent historical events, which has a sense of historical depth. This is a biology textbook, with both high-definition pictures and videos recording the life of fish. How to design interactive digital teaching materials? I think digital teaching materials should focus on learning. Confucius said, "It's okay to learn and learn from the times." It can be seen that learning and * * are two different activities. The former mainly receives knowledge information, while the latter is related to knowledge transformation and application practice. Therefore, there should be not only "learning materials", but also "* * materials": the former is mainly content, supplemented by learning tools; The latter is mainly tools, supplemented by content. On second thought, I think the name "digital textbook" is no longer appropriate. Should we call it "digital science resources"?
The second development aspect: evidence-based assessment, accurate teaching and promoting comprehensive assessment. We can strengthen process evaluation, collect data, establish electronic files, and design structured and indexed evaluation scales. Integrate process evaluation, student subjectivity evaluation and big data analysis to achieve targeted intervention and accurate teaching. The Khan Academy mentioned above uses big data analysis. At present, there is a great lack of such evaluation tools based on big data in China.
The third development aspect: developing higher-order cognition. According to the classification of educational goals, the cognitive stage is divided into six levels from low to high-memory, understanding, application, analysis, evaluation and creation. However, the current flip classroom practice mainly stays at a lower level of memory, understanding and application, and rarely involves analysis, evaluation and creation, which is the development space left for smart classrooms.
In the fourth development, the role of teachers has changed from "teaching" to "counseling". When more and more content is made into math resources, including video micro-lessons, then teachers should not talk so much and must change their roles. I think teachers should change from lecturers to coaches. There is a story that the former East German national swimming team won the world championship one year. The players were so excited that they lifted the coach and threw it into the pool. He almost drowned as a result. It turned out that the coach couldn't swim at all. He mainly guides athletes to do swimming exercises by watching videos. My team and I have foreseen the development direction of teachers changing to coaches, and are cooperating with a consulting company in Germany to develop a training platform to cultivate teachers' teaching ability, also using the scene simulation training method based on video.
The fifth point is to improve teachers' technical application ability. The Ministry of Education put forward the national standard of teachers' comprehensive technology application ability. I am the chief expert of this project, and I organized a large number of experts from all over the country to conduct research, and finally formulated the National Standard for the Information Technology Application Ability of Primary and Secondary School Teachers. According to the different information-based teaching environment, the standard puts forward different requirements for teachers: one kind of environment is that students can't access the Internet, and multimedia is the mainstay, which requires teachers to optimize classroom teaching by using technology; Another environment allows students to surf the Internet, including network multimedia teachers and wireless mobile learning spaces, which requires teachers to use technology to change their learning methods. How can we optimize classroom teaching? Let's look at the following case. There is a Chinese teacher in a primary school. She found that the students finished their composition in a few words, which was not thorough enough. How to inspire students? She found two videos from the Internet: one is a video of Yao Ming dunking in the NBA, and the students looked at it and found that it took 24 seconds; I also found a Japanese anime "Slam Dunk Master" and took out a video clip of Rukawa Kaede's slam dunk, which took two minutes. The teacher made a video lesson to inspire students to think about why there is such a big difference, to show that the time in literary works can be very different from that in real life, and to reveal the secret of how to write activities in depth and detail. Let's look at another case. It is provided by Rose Primary School in Minhang District, Shanghai, about how to use technology to change the way of learning. After years of hard work, this school has turned a weak rural primary school into a well-known smart school at home and abroad, and even The New York Times columnists have interviewed it. In addition, the Putuo District of Shanghai has been further changed, encouraging students to do micro-classes and letting students be small teachers, which has achieved very good results. One more question. The state attaches importance to the development of teachers' informatization ability. So, what is the development of students' digital chemistry ability? Who will handle this matter?
The sixth development aspect is beyond flipping the classroom. Let's use Bloom's cognitive goal classification model to illustrate the problem. At present, our flip class focuses on achieving three levels of low-order goals: memorization, understanding and application. And we should not overestimate the role of video micro-courses. According to the internationally famous golden pyramid principle, from top to bottom, the best video micro-course can only reach the third floor. If you only watch micro-videos, you can only remember 20% at most in two weeks, which is better than just attending classes (if you attend classes, you can only remember 5% in two weeks). Looking further down, there are several effective methods: demonstration, discussion, practice and practice again; There is also teaching others, which has the best effect and can reach 90%. Therefore, we need to optimize the teaching ecology. Now flipping the classroom is just to find the breakthrough point of knowledge-based teaching. In order to achieve the goal at a higher level, it is necessary to adopt problem chemistry and project science, which can mesh with each other like two wheels. Moreover, project science is becoming more and more important: from this picture, we can see that it is biased towards right-brain science, which helps to cultivate comprehensive thinking and thus cultivate creativity. Bloom's classification of educational goals in 200 1 version changed the fifth level from "comprehensive" to "evaluation" and the sixth level from "evaluation" to "creation", which highlighted the importance of creation in today's era. So I recently proposed a creative-driven learning model. As far as I know, the theory of creative education can be traced back to Dewey's theory of learning by doing in modern times. Mr. Tao Xingzhi, a famous educator in China, further developed Dewey's theory of "learning by doing" and put forward a unique theory of creative education, which I believe everyone is very familiar with. We recently discovered Mr. Tao Xingzhi's wonderful speech at Shanghai Daxia University (the predecessor of East China Normal University) in March 1933. He said that action produces ideas, and ideas produce new values. This is the process of creation. He also explained this truth more thoroughly in vernacular Chinese: action is Laozi, thought is his son, and creation is his grandson.
How to practice creative education in Chinese education? Now we have a good opportunity from heaven: the maker movement. On October 4th, 2065438+2005/KLOC-0, the Premier visited the "firewood maker space" in Shenzhen, which triggered a nationwide maker craze. Our team is currently studying maker education, and we regard it as part of wisdom education. I talked about the learning materials earlier, and I also want to add the "Maker Information" (Maker Activity Equipment), which constitutes a relatively complete wisdom education resource.
How can we go beyond the flip class? I put forward the ecological framework of wisdom, which is divided into four layers based on the teaching organization structure: class differentiation teaching, group cooperation research learning, personal interest expansion learning and mass online generative learning. Class level is mainly based on differentiated teaching. With the help of information technology, we can let everyone 100% learn basic knowledge and core skills, instead of taking 60 points as the passing standard. 60 points is 0.6. When this unit is 0.6, and the next unit is 0.6, the cumulative effect may become 0.36, then 0.2 16, gradually decline, and finally completely fail. Therefore, we should advocate being good at learning (there used to be a Chinese translation called "mastering learning"), and everyone should be 100%, so that success can be guaranteed. At the group level, it is mainly synergetics, which is actually "research", hands-on+brains; On the personal level, choose rich characteristic courses independently according to interests; Interactive generative learning is carried out on the Internet at the mass level, with extensive contacts. There is also the maker education we just talked about, which can be at the group level, at the individual level, or at the mass level.
Of course, the most important thing for informatization to promote teaching reform and innovation is to innovate learning culture. Look at this three-layer pyramid, and you will easily understand what culture is. The bottom of the tower represents the universal attribute of people, that is, nature; The top of the tower represents an individual's attributes, called personality for short (including personal disposition and * *), which is semi-hereditary. Tower represents culture and refers to the common attributes of a group of people in a specific environment. I divide it into three levels: concept value, behavior mode and product. According to this hierarchical model, we can try to shape a kind of "micro-culture" we hope. The core connotation of culture is ideas and values. We can learn from the framework of 2 1 century pedagogy, pay special attention to the development of students' thinking ability, encourage reflection, use project chemistry more, cultivate comprehensive problem-solving ability, adopt information tools and adopt diversity evaluation.
Looking back, where is the development space of flip classroom? There are many things we can do: improve the quality of micro-courses and learning resources, including learning materials, learning materials and creative materials; Develop data-based learning analysis and teaching decision-making tools; Developing higher cognitive teaching; Changing teachers' roles and improving teachers' skills; Finally, we should go beyond the flip classroom in an all-round way and build the flip classroom version 2.0, which is the wisdom education we hope.
Finally, I would like to inform you that I have undertaken an international-level project "Research on the Construction and Application of Smart Environment" in the Twelfth Five-Year Plan for National Education, and I plan to select a number of experimental areas and schools throughout the country. Interested parties are welcome to join in and jointly promote the development of wisdom education in China.
(This article is based on live video)
1. Is the education management undergraduate course of RTVU a normal graduate?
Not really. copy
Normal students are students and graduates majorin