在傳統教學,是老師大班授課,學生回家做作業。這種方法的教學目標就是在大班 課室裏,老師講授或帶領學生討論一些較基本的知識,針對的是陳述性知識或簡單 的應用。而回家後,學生便需自行解決較艱深的應用、分析及綜合性難題。 至於「翻轉課堂」,就是讓學生先自行預先學習(預習、備課) ,例如,學生課 前在家中預先觀看一些介紹基本知識的網上及印刷教材,對學習內容有一定理解; 上課時,則由老師利用小組、大組討論及活動等,再去探討課程較艱深的部分。它 所以稱為「翻轉」,是因為我們將傳統——「班上大組講授基礎知識」+ 「個人 家中練習艱深難題」翻轉成為——「個人家中學習基礎知識」+ 「班上小組解決 艱深難題」。相對來說,傳統教學是講課,翻轉課堂便是艱深問題的討論課,學習 更為互動活潑,學生在堂上與老師共同解決艱深問題,學習亦能更為牢固及深入。 http://www.fed.cuhk.edu.hk/~kthau/web/articles/mingpao-20131128-MOOC%20&%20flipped%20classroom.pdf
Author: EdDataX
Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling
Lam, Y. P. & Lau, K. C. (2014). Examining factors affecting science achievement of Hong Kong in PISA 2006 using Hierarchical Linear Modeling. International Journal of Science Education. 36(15): 2463-2480.
Business-School partnership: Equipping underprivileged secondary students in Hong Kong with capabilities to prepare for further education and employment (In Chinese).
Ho, S. C., Keung, P. C., Yeung, C. W. & Li, M. H. (2015). Business-School partnership: Equipping underprivileged secondary students in Hong Kong with capabilities to prepare for further education and employment (In Chinese). Education Journal. 43 (1): 153-178.
Hong Kong Secondary Students’ Performance in PISA 2012 Problem-solving Competence and Its Pedagogical Implications (In Chinese)
Cheung, K. W. & Tse, C. S. (2015). Hong Kong Secondary Students’ Performance in PISA 2012 Problem-solving Competence and Its Pedagogical Implications (In Chinese).Education Journal. 43 (1): 85-101.
MUST READ: To Create or Not to Create…that is the Question
Recording lectures requires effort and time on the part of the teacher, and out-of-class and in-class elements must be carefully integrated for students to understand and be motivated to prepare for class. Flipping is more than just using video to Read More …
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