思政课翻转课堂.docx

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1、文本为Word版本，下载可任意编辑思政课翻转课堂 篇一：基于微课的高校思政课翻转课堂教学模式研究 龙源期刊网 .cn 基于微课的高校思政课翻转课堂教学模式研究 ：范海燕 许丽萍 来源：科教导刊2022年第02期 摘 要 微课支持下的翻转课堂教学模式是在大学里流行而又经实践证明非常有效的教学模式，此种教学模式能在很大程度上发挥学生学习的主动性，提高课堂教学效率。为此，本文分析了翻转课堂的优势，并结合高校思政课教学实际，就基于微课的思政课翻转课堂教学模式进行了研究。 关键词 微课 翻转课堂 高校思政课 研究 中图分类号：G41 文献标识码：A DOI：10.16400/ki.kjdkz.2022.

2、01.036 翻转课堂也被称为“反转课堂”，指的是在信息技术快速发展的背景下，任课教师以教学视频的形式为学生提供学习资源，由学生在上课之前通过视频学习相关知识，并在课堂上通过作业进行解答和协作探究。这种教学模式是一种新型的、合理有效的教学方式，有助于转变传统的教学模式，给予学生新鲜感，激发学生的学习兴趣，促进学生的自主学习体验。“微课”和“翻转课堂”在国外已经开始流行，并取得了很好的教学效果。那么在国内，应怎样通过这种新型的教学模式来提高高校思政课堂教学效率，促进大学生的全面发展呢？ 1 采用微课条件下“翻转课堂”模式教学的优势 翻转课堂是一种以掌握学习理论和建构主义理论的为指导，通过信息技术

3、手段支持来实现的一种教学模式，以其自身的诸多优势和意义。而微课是美国新墨西哥州圣胡安学院的高级教学设计师、学院在线服务经理大卫彭洛斯（David Peose）于 2022 年首倡“微课”教学方式。“?微课?又名?微课程?，是?微型视频网络课程?的简称，它是以微型教学视频为主要载体，针对某个学科知识点（如重点、难点、疑点、考点等）或教学环节（如学习活动、主题、实验、任务等）而设计开发的一种情景化、支持多种学习方式的在线视频课程资源。”微课条件下的翻转课堂具体有以下方面优势： 1.1 有助于激发学生自主学习欲望 在传统教学中，虽然也不乏教师的整体指导和个性化辅导，但是，由于课堂时间有限，很多指导与

4、辅导只能流于形式，往往以教师为中心和核心，无法体现学生的主体地位；而以微课支持的“翻转课堂”却强调学生才是学习的主体，能够让学生根据自身的情况去安排和调控，注重学生的自主探究和独立思考，要求教师为学生提供相关资料，并鼓励学生自主安排学习过 篇二：基于高职思政课“翻转课堂”模式探讨 1什么是“翻转课堂” 翻转课堂（flipping classroom）也称颠倒课堂，近年来它成为众多国家教育领域关注的热点。翻转课堂就是改变传统的教学模式主体，将教学内容以及课堂以外的知识通过简短的视频在课下传递给学生，将课后作业带回课堂完成的一种全新的教学模式。翻转课堂大致分为两个步骤：制作教学视频和开展协作学习活

5、动。课前，学生根据教师提供的教学视频完成学习，学生记录下视频中的重点难点问题并反馈给教师，教师根据学生反馈的比较集中的问题进行统计进而有效的设计教学。课上，学生间协作完成学习活动，解决学习中遇到的难题，达到掌握和灵活运用知识。 翻转课堂给予学生更多的自由学习的时间和空间，创造了一种轻松无压力的学习氛围；是让教师成为学生学习的伙伴、学习的辅导者而不是一味的在讲台上的教授；是一种学习手段，增加了师生间互动、实现了个性化的教育；是让同学不再担心因为缺课而延误学习，课程的内容得以永久保存，便于学生预习和复习；是调动了学生学习的积极性的课堂。 2高职思政课教学模式现状 2.1教学手段落后 由于大部分院校

6、对思政课重视程度不够，缺乏经费投入等原因，使得思政课很大程度上还停留在“一支粉笔、一张嘴”的教学状态。由于教学信息容量有限，难以达到生动形象的教学效果。 2.2教学方法陈旧 大多数教师仍然受传统教学观念的影响，学生主体的教学模式没有有效的显现，课堂的主体依然是教师，满堂灌依然是主要的教学方法。另外，思政课通常是合班课，学生人数多，教师缺乏对学生的了解，课堂缺乏有效交流，缺乏互动性。 2.3教学内容脱离实际 近年来，各高校思政课主要表现为部分大学生敷衍了事，对思政课的教学内容认同感较低，认为思政课教学内容陈旧过时，没有办法应用。教师又容易“照本宣科”，不注重对理论深入浅出的分析，难以对国内外发生

7、的热点难点问题进行深入浅出的分析。 3高职思政课翻转课堂的可行性分析 在思政课教学模式多年来未曾发生很大变化的情况下，可以尝试通过翻转课堂模式，结合各校实际情况分步骤实施，不要一味只是形式上的模仿。 3.1对教师进行培训，提供资源与技术支持 教育信息化十年发展规划（20222022年）提出了2022年基础教育信息化发展水平框架“提升学校信息化建设基本配置与应用水平、学校教育教学方式变革取得突破、信息 化环境下的学生自主学习能力全面提升。”每位教师应充分利用网上信息资源并将这些资源充实到自己的课堂中去。 信息技术和现代教育技术为实现翻转课堂奠定了基础。普通高校学生普遍拥有个人电脑，而计算机类专业

8、的学生拥有个人电脑的比例更高（从我校的实际来看，在校生中85%以上的学生有个人电脑，互联网接入每间宿舍）完全能满足实施翻转课堂教学所应具备条件要求。翻转课堂主要运用的技术手段就是制作视频，教师怎样才能制作出结构合理，内容丰富且在简短的时间内讲解清楚知识点的视频。同时要把翻转课堂与传统的教学资源、教学手段有机结合起来，进而达到教学目标。 3.2学生具备自主学习能力 学生在课前通过教学资源进行学习，课后自主完成练习，这一切安排都是建立在学生具有良好的自主学习能力基础上。据调查，大学生能主动完成学习任务的约占64.13%，被动完成学习任务的占22.34%，有13.53%的学生要视情况而定。这表明大多

9、数学生具有了自主学习能力和自我管理约束能力，通过自主学习完成教师的要求，也还有一部分学生自主学习能力存在不足，但通过与其它同学的交互和教师的引导，也可以完成绝大数知识的学习。同时我们还清楚认识到，学生随着年龄增长、知识经验积累，自主学习的文化能力会不断提高。教师在设计翻转课堂的教学活动时，应注意自主性是翻转课堂的根本属性，应注重培养学生的自主学习能力。教师所设计的各种形式的教学活动，应注重培养学生的自主性，并贯穿于整个课堂设计整个过程。可以从选择性指导开始，慢慢演变成培养学生的自主学习能力和独立探究学习，使学生在自主学习、探究学习中建构自己的知识体系。 总之，作为高职院校思政课教师，要在教学实

10、践中 紧跟时代发展的步伐，做到与时俱进，从思想上认识翻转课堂教学模式的先进性和重要性，同时在具体教学实践中，不断加强学习与实践摸索，真正形成以学生为主体，教师为主导，学生自主学习，师生互动的建议式学习以提高高职院校思政课教学效果。 1 what is flipped classroom Flipped classroom (classroom flipping), also known as upside down classroom, in recent years it has become the focus of attention of many countries in the f

11、ield of education. The flipped classroom is to change the subject of traditional teaching mode, the teaching content and outside the classroom knowledge through short video passed to the students in class, homework back to the classroom to complete a new teaching mode. Flipping the classroom can be

12、roughly divided into two steps: the production of teaching video and the development of collaborative learning activities. Before class, the teaching video according to the teachers provide students complete the learning, students to record video of the key and difficult problems and feedback to tea

13、chers, teachers according to students feedback in the more concentrated problem of statistics and effective teaching design. In class, the students cooperate to complete the learning activities, solve the problems encountered in the study, to grasp and flexible use of knowledge. The flipped classroo

14、m to give students more freedom of learning time and space, to create a relaxed and stress free learning atmosphere; is allow teachers to become partners in student learning and learning mentor rather than blindly on the podium Professor; is a learning means to increase the interaction between teach

15、ers and students to achieve the personalized education, let the students no longer have to worry about because of absence and delay learning. The content of the course can be permanent preservation, to facilitate students to preview and review; to mobilize students learning enthusiasm of the classro

16、om. 2 the present situation of the teaching mode of Ideological and political course in Higher Vocational Education 2.1 teaching methods are backward Because most of the institutions of Ideological and political education is not enough, the lack of funds and other reasons, making the ideological and

17、 political class to a large extent, also remain in the a piece of chalk, a mouth teaching state. Due to the limited capacity of teaching information, it is difficult to achieve the teaching effect of vivid image. 2.2 old teaching methods Most of the teachers are still subject to the influence of the

18、 traditional teaching concepts, student-centered teaching mode is not effective in the show, the main body of the class still is a teacher, the man Tangguan is still the main teaching method. In addition, ideological and political class is usually a class, the number of students, teachers lack of un

19、derstanding of the students, the lack of effective communication in the classroom, lack of interaction. 2.3 the teaching content is divorced from the reality In recent years, all colleges and universities thought political course mainly as part of the college students perfunctory, ideological and po

20、litical course of the teaching content identity sense is low, think it and political teaching content outdated and there is no way to use. Teachers and easily scripted, do not pay attention to the analysis of theory of explain the profound things in a simple way, hot and difficult problem to the dom

21、estic and foreign the laymans analysis. Analysis on the feasibility of turning over class of Ideological and political course in Higher Vocational College In teaching mode of Ideological and political course for many years to have not occurred great changes, you can try the flipped classroom model,

22、combined with the actual situation in schools implemented step by step, dont blindly just form of imitation. 3.1 provide resources and technical support to the teachers. The education informationization ten years development plan (2022 2022) proposed 2022 development of informatization of basic educ

23、ation level framework to enhance the informatization construction of school basic configuration and application level, school education and teaching methods change breakthrough, under the information environment of students self learning and learning to enhance the ability of. Every teacher should m

24、ake full use of the information resources on the Internet and eich these resources into his classroom. Information technology and modern education technology have laid the foundation for the realization of flipped classroom. College students generally have personal computers and computer professiona

25、l students have the proportion of personal computers more high (from a practical point of view of our school, students in more than 85% of students have personal computers, Internet access in each room) can completely meet the implementation of the flipped classroom teaching should have the conditio

26、ns required. Turn the classroom is the main use of technical means is the production of video, teachers how to produce a reasonable structure, rich content and in a brief period of time to explain the knowledge point of the video. At the same time, the turning of the classroom and the traditional te

27、aching resources, teaching means to combine, and then achieve the teaching objectives. 3.2 students have autonomous learning ability Students in the class through the teaching resources to learn, after class to complete the exercise, all these arrangements are based on the students have a good learn

28、ing ability based on. According to the survey, college students can take the initiative to complete the task of learning about 64.13%, 22.34% of the passive completion of the task of learning, 13.53% of the students to see the situation. Suggesting that most of the students with the ability of auton

29、omous learning and self management capacity constraints, through independent study to complete the teacher requirements, there are some students autonomous learning ability is insufficient, but by interactions with the other students and teachers guide, also can complete the learning of the vast kno

30、wledge of large numbers. At the same time, we also clearly recognize that students with age, knowledge and experience of the accumulation of autonomous learning cultural ability will continue to improve. When designing the teaching activities, teachers should pay attention to the basic property of t

31、he flipped classroom, and should pay attention to the cultivation of students autonomous learning ability. Teachers should pay attention to the cultivation of students autonomy in various forms of teaching activities, and throughout the whole process of classroom design. Can from the selective guida

32、nce, slowly evolved into the cultivation of students autonomous learning ability and independent inquiry learning, so that students in autonomous learning, inquiry learning in the construction of their own knowledge system. 篇三：思想政治课翻转课堂教学问题研究设计 思想政治课翻转课堂教学问题研究设计 摘 要：随着我国素质教育的不断发展，翻转课堂教学模式也越来越受到教育工的重视，虽然翻转课堂教学模式在我国尚未形成成熟的模式，仍处在探索实践阶段，但“翻转课堂”作为一种教学手段，通过对学习过程的重新构建，使教师变成学习的促进者和指导者， 让学生成为学习的中心，从而提升了课堂时间，提升了教学效率。 第 20 页 共 20 页