CAJ | 학술논문

为了回应翻转课堂教学如何深度应用的问题，提出了“基于理解的翻转课堂”教学设计框架。即翻转教学形式为理解拓展空间，翻转设计流程保证理解性目标的实现，翻转学习内容的顺序激发理解的内在动机，翻转提问时机促进课堂理解性活动的开展，翻转学习资源提供的顺序有利于“先学后教”的实现。在此框架基础上，以《电视编导与制作》课程为例，验证了基于理解的翻转课堂教学策略的有效性。
위료회응번전과당교학여하심도응용적문제，제출료“기우리해적번전과당”교학설계광가。즉번전교학형식위리해탁전공간，번전설계류정보증리해성목표적실현，번전학습내용적순서격발리해적내재동궤，번전제문시궤촉진과당리해성활동적개전，번전학습자원제공적순서유리우“선학후교”적실현。재차광가기출상，이《전시편도여제작》과정위례，험증료기우리해적번전과당교학책략적유효성。
In order to solve the problem of how to deeply apply flipped classroom into teaching, an instructional design frame-work of “flipped classroom based on understanding” is proposed. The details are as follows： flipping the teaching pattern to expand the space for understanding; flipping the design process to realize the goal of understanding; flipping the order of learning contents to stimulate the motivation of understanding; flipping the timing of questioning to facilitate the understanding activities; flipping the or-ders of providing learning resources to realize “learning before teaching”. According to this framework, exemplified with the course of“TV Program Edition and Studio”, an action research was conducted to verify the effectiveness of instructional strategies of “flipped classroom based on understanding”.