现代远程教育研究
現代遠程教育研究
현대원정교육연구
MODERN DISTANCE EDUCATION RESEARCH
2015年
3期
36-42
,共7页
翻转学习%教师教育%教师专业发展%学训研共同体%学习方式革新
翻轉學習%教師教育%教師專業髮展%學訓研共同體%學習方式革新
번전학습%교사교육%교사전업발전%학훈연공동체%학습방식혁신
Flipped Learning%Teacher Education%Teacher Professional Development%Learning-Training-Research Community%Learning Approach Innovation
近年来，国际上新兴的“翻转学习”正以其显著的优势，成为各国高校与中小学学习方式改革的一种主要方向。将这一新型学习方式引入教师教育领域，建构和实践“教师翻转学习”，具有“凸显学以致用，消解教师学习倦怠感”、“促进知识创造，提升教师学习成就感”和“开发碎片时间，赋予教师学习自由感”等独特价值。教师翻转学习在理念上力求彰显学习的个体性、参与性、实用性和生产性，在操作上遵循“自主学习-专题培训-实践研究”的“学训研”三位一体模式。由此，教师可以在培训前有充分的时间学习，培训过程集中解决学习上遇到的问题，而且使学训的效果在实践研究中得以体现和巩固。在推进教师翻转学习的实践过程中，可以依托项目学习、学习资源开发、专家角色改变、学习方式整合和学本评估等五大组织策略进一步提升学习效果，并促进教师的有效专业发展。
近年來，國際上新興的“翻轉學習”正以其顯著的優勢，成為各國高校與中小學學習方式改革的一種主要方嚮。將這一新型學習方式引入教師教育領域，建構和實踐“教師翻轉學習”，具有“凸顯學以緻用，消解教師學習倦怠感”、“促進知識創造，提升教師學習成就感”和“開髮碎片時間，賦予教師學習自由感”等獨特價值。教師翻轉學習在理唸上力求彰顯學習的箇體性、參與性、實用性和生產性，在操作上遵循“自主學習-專題培訓-實踐研究”的“學訓研”三位一體模式。由此，教師可以在培訓前有充分的時間學習，培訓過程集中解決學習上遇到的問題，而且使學訓的效果在實踐研究中得以體現和鞏固。在推進教師翻轉學習的實踐過程中，可以依託項目學習、學習資源開髮、專傢角色改變、學習方式整閤和學本評估等五大組織策略進一步提升學習效果，併促進教師的有效專業髮展。
근년래，국제상신흥적“번전학습”정이기현저적우세，성위각국고교여중소학학습방식개혁적일충주요방향。장저일신형학습방식인입교사교육영역，건구화실천“교사번전학습”，구유“철현학이치용，소해교사학습권태감”、“촉진지식창조，제승교사학습성취감”화“개발쇄편시간，부여교사학습자유감”등독특개치。교사번전학습재이념상력구창현학습적개체성、삼여성、실용성화생산성，재조작상준순“자주학습-전제배훈-실천연구”적“학훈연”삼위일체모식。유차，교사가이재배훈전유충분적시간학습，배훈과정집중해결학습상우도적문제，이차사학훈적효과재실천연구중득이체현화공고。재추진교사번전학습적실천과정중，가이의탁항목학습、학습자원개발、전가각색개변、학습방식정합화학본평고등오대조직책략진일보제승학습효과，병촉진교사적유효전업발전。
Recently, the emerging flipped learning has become a main orientation of the learning approach innovation in various countries' colleges and universities, primary and secondary schools with its significant advantages. Introducing this new learning approach into the field of teacher education, and constructing and practicing "teacher's flipped learning" have unique value in several aspects such as highlighting learning to meet practical needs, easing the sense of teacher's learning burnout, promoting knowledge-creation, improving a sense of teacher's learning achievement, developing fragmented time and endowing a sense of learning freedom to teachers. In the theoretical level, teacher's flipped learning tries to manifest the four ideas: personalization, participation, practicability and productivity. In the practical level, teacher's flipped learning forms the trinity model of"learning-training-research", that is, "autonomous learning-thematic training-practice research". Thus, there is enough time for teachers to learn before training. And during the training, teachers can focus on dealing with problems and difficulty met in their autonomous learning. The effectiveness of learning and training will be reflected and consolidated in the practice research. In order to advance teacher's flipped learning, five organizational strategies, including the project learning, the development of learning resources, the change of expert roles, the integration of learning approaches and the learning-oriented assessment, can be used to improve teachers' learning outcomes and promote effective teacher professional development.
