CAJ | 학술논문

从翻转课堂的视角探讨在基于学生思辨素养的英语演绎教学案例中所呈现现的教学模式、师生交流、教学环境、学习内容等方面的变化。在对教师和学生的综合能力和知识结构进行分析讨论后，梳理了TPACK（整合技术的学科和教学知识）框架的不足，进而从学生的角度提出TSACK（整合技术的学科和策略知识）框架。翻转课堂不仅体现了课堂形式的翻转，也体现了TPACK和TSACK之间的相互影响、相互促进。师生知识结构的交流与结合为信息时代的教学研究提供了一个新思路，也为翻转课堂的发展提供了新的实证案例。
종번전과당적시각탐토재기우학생사변소양적영어연역교학안례중소정현현적교학모식、사생교류、교학배경、학습내용등방면적변화。재대교사화학생적종합능력화지식결구진행분석토론후，소리료TPACK（정합기술적학과화교학지식）광가적불족，진이종학생적각도제출TSACK（정합기술적학과화책략지식）광가。번전과당불부체현료과당형식적번전，야체현료TPACK화TSACK지간적상호영향、상호촉진。사생지식결구적교류여결합위신식시대적교학연구제공료일개신사로，야위번전과당적발전제공료신적실증안례。
This paper begins with a discussion of an action research project with regard to critical literacy development in Chinese EFL education, demonstrating the activities and changes in teaching and learning, student-teacher interaction, learning environment, and learning contents etc.. It then explores the in-class and after-class practices from the perspective of flipped classroom, and argues that TSACK (Technological Strategic and Content Knowledge), a new framework corresponding to TPACK (Technological Pedagogical and Content Knowledge) , should be proposed to understand students’ knowledge after analyzing the data emerged from both teacher and stu-dents’ practices in the EFL teaching project. Finally, the author holds that flipped classroom is not only the flipping of classroom activi-ties in form, but also the integration of TPACK and TSACK, a new way to understand teaching and learning in information era.