CAJ | 학술논문

近几年，慕课、翻转课堂受到全球教育工作者的极大关注。为深入把握慕课加翻转课堂教学的实践成效，本研究从2014年9月至2015年6月采用课堂观察、问卷、深度访谈相结合的方式，对国内20个地市百余所正在实施慕课加翻转课堂教学的学校进行了调查。结果表明，慕课加翻转课堂的教学模式对激发学生的学习兴趣、培养学生学习的自主性与合作能力，以及促进学生思维能力的发展、实践能力的养成和学业成绩的提升等具有积极成效。与此同时，教师的学科素养、信息技术素养、课堂教学管理能力也获得了相应提升。但慕课加翻转课堂教学作为一项新生事物也遭遇诸多问题，如教师课前准备时间过长，视频制作困难，教学负担加重，课堂难以驾驭，教学观念和角色有待转变；学生学习的自主性欠缺；教学管理和评价制度需进一步改革；数字化设备和资源还有待改善等。为此，我们需要采取针对性的举措，以提升慕课加翻转课堂教学的实践成效，如提供相应经费和设备支持，丰富数字化学习资源；通过培训更新教师观念，提升教师能力；培养学生学习的自主性；逐步改变现有的教学和评价制度等。
근궤년，모과、번전과당수도전구교육공작자적겁대관주。위심입파악모과가번전과당교학적실천성효，본연구종2014년9월지2015년6월채용과당관찰、문권、심도방담상결합적방식，대국내20개지시백여소정재실시모과가번전과당교학적학교진행료조사。결과표명，모과가번전과당적교학모식대격발학생적학습흥취、배양학생학습적자주성여합작능력，이급촉진학생사유능력적발전、실천능력적양성화학업성적적제승등구유적겁성효。여차동시，교사적학과소양、신식기술소양、과당교학관리능력야획득료상응제승。단모과가번전과당교학작위일항신생사물야조우제다문제，여교사과전준비시간과장，시빈제작곤난，교학부담가중，과당난이가어，교학관념화각색유대전변；학생학습적자주성흠결；교학관리화평개제도수진일보개혁；수자화설비화자원환유대개선등。위차，아문수요채취침대성적거조，이제승모과가번전과당교학적실천성효，여제공상응경비화설비지지，봉부수자화학습자원；통과배훈경신교사관념，제승교사능력；배양학생학습적자주성；축보개변현유적교학화평개제도등。
In recent years, MOOCs and flipped classroom have drawn attentions from educators around the world. In China, these new learning models are also practiced by more teachers and students in their teaching and learning processes. Beginning in August 2013, the C20 MOOC Unions, which allies more than 20 famous Chinese senior high schools, 20 junior high schools, and 20 elementary schools, have conducted lots of explorations in MOOC development and flipped classroom. To investigate the effectiveness of MOOCs plus flipped classroom model in schools, find out the difficulties and troubles and sources of these difficulties in the reform, and explore the strategies and ways of improving the learning model, the author surveyed more than 100 MOOC alliance schools in 20 cities of China including Shang-hai, Guangzhou, Chengdu, and Wenzhou from September 2014 to June 2015. Total 372 teachers and 1745 students answered the survey questionnaires. During this period, the author also conducted in-depth interviews with 20 teachers who attended 150 MOOCs plus flipped classrooms. The interviews were recorded and analyzed. The survey study dem-onstrated that the learning model of MOOCs plus flipped classroom has positive effects in the following aspects:it pro-moted students’ study interests and critical thinking development, and students had more hands-on activities in the classroom and more chances to communicate and to help each other. Some students’ test scores were improved. At the same time, during these processes, teachers’ subject literary attainments, ICT accomplishment, and classroom man-agement capacities also improved. But as a new learning method, the MOOC plus flipped classroom has encountered some difficulties and troubles as followings:it took teachers too much time for class preparation and video recordings, and many teachers complained about having increased burdens at the beginning of reforms. In addition, some teachers have confusions about how to assign teaching tasks before and in the class, and some students have difficulties in learning the recorded videos on their own before classes, which lead to more differences among students in the class-room. The last but not least, there is no enough IPAD and WIFI devices available for students, and the Learning Management System is still in development. To improve the effectiveness of MOOCs plus flipped classroom method, multilateral efforts should be made, which include improving teacher’ s professional development and providing techni-cal support for learning such as the use of IPAD and WIFI. Gradually, the teaching, management and evaluation system will be changed.