CAJ | 학술논문

美国大学IPSP课程教师在“自由的教育”理念的指导下，根据知识点类型及特点，对程序性知识采取翻转课堂教学模式和对陈述性知识采取讲授式案例教学模式，这种混合式翻转课堂的教学模式有效地实现了具有表达能力和问题分析能力的自由人的培养的教育目标。该文通过对美国IPSP课程的混合式翻转课堂的课程目标、学习要求、课程计划、教学模式及实施后的学习效果进行分析研究，得出知识点是有效实施翻转课堂的决定性因素，教师是有效实施翻转课堂的关键因素，学生是有效实施翻转课堂的必要因素，资源是有效实施翻转课堂的物质基础，以期促进翻转课堂教学模式在我国高等教育中的应用。
미국대학IPSP과정교사재“자유적교육”이념적지도하，근거지식점류형급특점，대정서성지식채취번전과당교학모식화대진술성지식채취강수식안례교학모식，저충혼합식번전과당적교학모식유효지실현료구유표체능력화문제분석능력적자유인적배양적교육목표。해문통과대미국IPSP과정적혼합식번전과당적과정목표、학습요구、과정계화、교학모식급실시후적학습효과진행분석연구，득출지식점시유효실시번전과당적결정성인소，교사시유효실시번전과당적관건인소，학생시유효실시번전과당적필요인소，자원시유효실시번전과당적물질기출，이기촉진번전과당교학모식재아국고등교육중적응용。
Under the guidance of “Liberal Education”, according to the type of knowledge points and characteristics, two teachers of IPSP course of American University take the hybrid lfipped classroom mode when they teach the procedural knowledge and take the teaching case mode when they teach the declarative knowledge. This hybrid lfip classroom mode effectively achieves the educational objective of free man with good communication skill, problem analytical skill.This article analysis and research course objectives, learning requirements, curriculum planning, teaching mode and learning effect of hybrid lfipped classroom of American IPSP course. We obtain that the knowledge is the decisive factor and the teacher is the main factor and the student is the necessary factor and the resource is the material basis in order to implement the lfipped classroom effectively.