? Flipping the classroom teaching mode means that students learn knowledge at home, and the classroom becomes a place for interaction between teachers and students, including answering questions and applying knowledge, so as to achieve better educational results.
Using video to implement teaching has been explored for many years. In the 1950s, the radio and television education in many countries in the world was a clear proof. Why did the exploration in those years not have much impact on the traditional teaching mode, but "flipping the classroom" has attracted much attention? This is because the "flip classroom" has the following remarkable characteristics:
First, the teaching video is short and pithy.
Whether it's salman khan's math tutorial video or Jonathan Pahlman's and Aaron sams's chemistry teaching video, the common feature is short and pithy. Most videos are only a few minutes, and longer videos are only ten minutes. Each video is aimed at a specific problem, which is highly targeted and easy to find. Video length control is within the time range that students can concentrate, which accords with the characteristics of students' physical and mental development; The video released through the network has many functions, such as pause and playback, and can be controlled by itself, which is beneficial to students' autonomous learning.
Second, the teaching information is clear and definite.
A remarkable feature of salman khan's teaching video is that the only thing that can be seen in the video is his hand, which keeps writing some mathematical symbols and slowly fills the whole screen. In addition, it is a voice-over explained by words. In salman khan's own words: "Well. I don't seem to be standing on the podium giving you a lecture. It makes people feel intimate, just like we are sitting at the same table, studying together and writing the content on a piece of paper. " This is the difference between the "flip classroom" teaching video and the traditional teaching video. The teacher's head in the video and all kinds of objects in the classroom will distract students' attention, especially when students study independently.
Third, reconstruct the learning process.
Usually, students' learning process consists of two stages: the first stage is "information transmission", which is realized through the interaction between teachers and students; The second stage is "absorption and internalization", which is completed by students themselves after class. Due to the lack of teacher's support and peer's help, the stage of "absorption and internalization" often makes students feel depressed and lose their motivation and sense of accomplishment. "Flipping the classroom" reconstructs students' learning process. "Information transmission" is carried out by students before class. Teachers not only provide videos, but also provide online tutoring. "Absorption and internalization" is accomplished through classroom interaction. Teachers can know students' learning difficulties in advance and give effective guidance in class. The mutual communication between students is more conducive to promoting the absorption and internalization of students' knowledge.
Fourth, reviewing exams is convenient and quick.
After watching the teaching video, did the students understand the learning content? The video is followed by four or five small questions, which can help students detect and judge their learning situation in time. If you find that several questions have not been answered well, students can go back and look at them again and think carefully about what went wrong. Students' answers to questions can be summarized and processed in time through the cloud platform to help teachers understand students' learning situation. Another advantage of teaching video is that it is convenient for students to review and consolidate after studying for a period of time. With the follow-up of evaluation technology, students can get empirical data in the relevant links of learning, which is beneficial for teachers to really understand students.
Sub-classroom teaching method
For the sub-class (PAD, lecture-homework-discussion), the design process is planned according to the cognitive law of students' learning. Based on these three modules, various teaching activities can be carried out flexibly. It inherits the traditional teaching wisdom and makes the teaching method and discussion method complement each other. This new teaching mode is profound, concise and easy to use, which changes passive learning into active learning and cultivates students' 4C core literacy of critical thinking, creative thinking, communication ability and cooperation ability. The most typical placement consists of four key links, namely, teaching, autonomous learning and homework, group discussion and class communication. Here I use my own understanding to summarize his principles and processes.
1. Teaching stage. Listen attentively, leave blank, give lectures according to the contents outlined, and give necessary hints on key and difficult points. But here we should grasp certain principles, don't give lectures in detail, and give lectures selectively. Not all students can understand it, but students need to know the framework of what they are about to learn. So as to reserve a certain space for students' autonomous learning.
2. Autonomous learning and homework stage. Students learn independently according to the teacher's advice, and try to avoid communication with teachers and peers in the process. The main purpose is to learn all the contents by yourself and have a basic understanding of the contents through your own efforts. In the process of learning, you need to complete an assignment of "highlighting the exam" or an assignment of practicing and improving. The so-called "Ming Kao Group" is to talk about some highlights, take out what you think is important and test others, and put forward some difficult problems that you have not solved in the process of autonomous learning. And practicing the improved homework is a necessary exercise or homework for what you have learned. The cognitive function of this link is to make students have a certain understanding of what they have learned and lay the foundation for further discussion based on understanding. It should be pointed out that the content of this link occurs in "classroom to classroom" in class and "classroom to classroom" outside class.
3. Group discussion session. Mainly rely on "bright test help" homework for group cooperative learning, and basically judge right or wrong in the group according to the standard for homework topics. Teachers don't participate in this link casually. The key point is to let students solve problems with each other.
4. In the classroom communication. The initiative has shifted to the teacher again. On the one hand, teachers should summarize some contents, on the other hand, they should answer some common questions.
When placing classes, PAD is completed in one class and the other class, which means that P and D are completed in class and A is completed outside class.
From the above, we can easily find that in the whole process corresponding to the traditional teaching mode, there are basically no obstacles to the changes made by teachers. Only from explaining everything in detail to explaining the outline, from solving teachers' preset problems to solving students' own problems, from correcting teachers' homework to correcting students' homework, from cramming to teachers' activities and students' self-study and mutual learning activities. These changes can be achieved by teachers without learning any new methods or using any technical means (of course, using some information technology means will improve teaching efficiency). The most critical issue is that the experimental study of shared teachers proves that class placement can effectively improve students' final papers without increasing teachers' teaching burden, and students' performance in cooperation, communication and creativity has also been significantly improved.
Maker teaching method
Professor Li Touhou once mentioned the "maker teaching method", that is, the teaching method of students' active learning and collaborative learning in exploration, invention and creation, which is the further development of "learning by doing". The main steps are: creativity, design, production, sharing and evaluation.
Thematic teaching method
"Topic-based" teaching method is a topic-based teaching method, which is characterized by students' free and unrestrained participation around the topics of their existing life experiences. Operation process of theme teaching method
Comparative teaching method
Comparative teaching is a teaching method that compares two or more things together, determines the similarities and differences of things and enables students to master relevant knowledge.
One-minute teaching method
One-minute preview (OMP), also known as five-step micro-skill teaching method, is a feedback-oriented teaching mode, which was proposed by Neher from 1992.
It mainly includes five steps: mastering the key points of teaching, asking for relevant evidence, teaching general rules, strengthening the positive and correcting mistakes. The application of the five steps is not in a certain order.
Thematic teaching method
Subjective teaching method refers to the method of acquiring knowledge through students' active learning. It is compared with the teaching method. It mainly consists of four parts: teachers put forward learning objectives and tasks, students directly perceive learning materials, group discussions and teachers' guidance.
Project teaching method
Project teaching method refers to a comprehensive teaching method in which teachers design projects covering teaching contents and organize teaching around the projects, and students learn knowledge, cultivate their abilities and cultivate their quality by completing the projects under the guidance of teachers.
Project teaching projects must include two types of elements. First of all, it should include "cognitive elements", that is, cognitive activities and cognitive processes for teaching content, such as ability training, knowledge learning, teaching activities, simple to complex, perceptual to rational and so on. If the project does not have the relevant content of teaching cognition, it will not meet the original intention of education. Secondly, it should include "enterprise elements", that is, design teaching content according to the working environment of enterprises. Humanities and social sciences courses need to add "social elements". That is, let students walk into social practice, communicate with others, cooperate with others and carry out social services and other related work.
situational teaching
The created scenarios can include:
●? Create a phenomenon situation to arouse students' interest in learning what they have learned. Tao Xingzhi, a famous educator, said: "The art of teaching lies in trying to arouse students' interest. If you are interested, you will be willing to go all out to do things. "Situational teaching method can produce good results in stimulating students' interest in learning.
●? Creating "unexpected" situations and adopting "unexpected teaching" can show students' subjectivity in teaching, make students develop the habit of independent thinking, and at the same time improve students' scientific literacy and ability to find and solve problems. The student-centered classroom will be fruitful.
●? Create an inquiry situation
●? Create an expanded situation
● Creating application situations: Combining the "zone of proximal development" that students recognize, creating problem situations for students will effectively improve students' scientific literacy.
Experiential teaching method
Experiential teaching method refers to a teaching method or learning method in which teachers organize students to participate in classroom discussions or guide students to participate in social practice activities according to the requirements of the syllabus, so that students can gain real feelings from personal experience and better understand the teaching content.
microteaching
●? Microteaching can be translated into microteaching, microteaching and small-scale teaching, which is a systematic method to cultivate students' skills with the help of modern educational technology. 1963 was initiated by Dr. Allen of Stanford University and has been widely used in normal universities since 1980s.
●? Allen, one of the founders of microteaching in Stanford University, believes that microteaching is a controllable practice system, which makes it possible for normal students to concentrate on solving a specific teaching behavior or learning under controllable conditions.
●? Brown, a British microteaching expert, said: "It is a simplified and subdivided teaching, which is easy for students to master.
●? Meng Xiankai, a famous microteaching expert in China, defines microteaching as "microteaching is a teaching method to train certain skills by using modern audio and video equipment in a limited time and space".
●? After years of research and practice, the microteaching research group of Beijing Institute of Education believes that microteaching is a controlled practice system, which makes it possible for normal students and in-service teachers to concentrate on solving a specific teaching behavior or study under controlled conditions. It is a systematic training method for teachers' teaching skills based on educational theory and audio-visual technology.
●? Chen Chuanfeng, an expert in microteaching in China, said: "Microteaching is a teaching method that scientifically classifies various skills and trains different skills and technologies in a complicated teaching process. It uses modern audio-visual technology and equipment to provide timely information feedback, so that trained teachers can directly observe, analyze and evaluate their teaching activities and make adjustments quickly, so as to achieve the purpose of training more quickly. "
PBL teaching method
Problem-Based learning (PBL) is a kind of autonomous learning based on problems, which puts the learning process in a complex and meaningful case situation, takes students as the center, and allows students to solve problems independently in the form of group discussion and self-study after class. Also known as problem-based teaching method (PBT), its outstanding feature lies in cultivating students' awareness and ability of autonomous learning and lifelong learning. This method was put forward by American educator and psychologist Jerome Bruner in 1950s. Barrows, American neurologist, 65438-0969 was first used in McMaster University in Canada, and then widely used in Europe and America, including nearly 2000 medical schools around the world, such as Harvard Medical School and Manchester Medical College in England. PBL teaching method follows the constructivist education theory, and improves students' theoretical level and comprehensive ability through their active construction of objective knowledge. The School of Medicine of HKU began to teach freshmen PBL from 1997, and has mature experience in this teaching method. From 65438 to 0986, Shanghai Second Medical University and Xi Medical University introduced PBL teaching method to China, which was mainly used in the field of medical education. Since 1990s, PBL has been introduced to more and more universities in China. In addition to medical colleges, PBL is also used in electronic system experiment teaching, circuit principle course, information retrieval course, food specialty, tourism management, modern educational technology, cloud computing, modern educational technology, soft drink technology and middle school chemistry and geography.
CBL teaching method
CBL (Case-Based Learning) is case-based learning, which designs cases according to teaching objectives, takes teachers as the leading factor, gives full play to students' subjective participation, and enables students to think, analyze and discuss in groups, thus strengthening the learning of knowledge points and improving students' ability to analyze and solve problems. Case teaching method can find the corresponding theoretical basis from modern learning connection theory, cognitive theory, observation theory, humanism theory and constructivism theory. Case teaching method has a long history. As a systematic teaching method combining theory with practice, "case teaching method" was first used in Harvard Law School at 1870, proposed by Christopher Columbus Langdell, former dean of law school, and later introduced by Harvard Medical School and Harvard Business School. 1979, the case teaching method was introduced to China after the China Administration for Industry and Commerce visited the United States. So far, it has been widely used in many disciplines of higher education and secondary education, as well as many industries such as marketing and hotel management. The case teaching method from Harvard University to the world has been continuously improved and popularized in practice teaching, and it is still in the ascendant.
Peer teaching method
The process of Eric mazur's peer teaching method in classroom teaching is as follows: before class, students are required to read relevant chapters in handouts and textbooks; At the beginning of the course, there should be a reading test; After briefly explaining the knowledge points, conduct a concept test and discuss with the students; According to the students' discussion and the correct rate of exam answers, choose whether to re-explain the knowledge points and conduct a new round of student discussion.
The characteristics of peer teaching method can be summarized as follows:
(1) Adhere to the teaching philosophy of taking students as the main body and teachers as the leading factor. Teachers teach key points, difficulties, doubts and key points, inspire students to think, guide the interaction between teachers and students in the classroom, guide students to explore and cooperate while imparting knowledge, and cultivate students' ability to acquire and integrate knowledge;
(2) Encourage students to cooperate in learning, advocate inquiry, discussion and interaction, and set up mutual discussion and cooperative learning links in classroom teaching, so that students can solve problems together in communication and deepen their understanding of knowledge and problems;
(3) Cultivate students' critical thinking, so that students can explain their own views, listen to others' expressions and criticisms, inspire their own thinking and draw their own conclusions;
(4) conducting classroom quizzes extensively, focusing on checking students' understanding of concepts rather than cultivating students' problem-solving skills, keeping abreast of students' learning situation and adjusting teaching contents;
(5) Group discussion, which is more suitable for large class teaching and university science and engineering courses, has wide applicability, can be integrated into traditional teaching in China, and is more effective for knowledge construction and the cultivation of students' innovative ability.
Role playing teaching method
"Role-playing" was originally a social psychological drama technology, which enabled people to play a specific role and act according to the way and attitude of the role, thus enhancing the role-player's understanding of other people's social roles and their original roles, and then performing their roles more effectively. This technology originated from the psychological drama created by American psychologist Moreno. Role-playing teaching method is to perform teaching around each specific theme, so as to make the whole teaching process vivid, stimulate students' interest in learning and improve learning effect.