翻转课堂十篇外文文献摘要翻译.docx
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翻转课堂十篇外文文献摘要翻译
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1.The experience of three fiipped classrooms in an urban
university:
an exploration of design principles(2014.2)
设计原则的探索:
在城市大学中使用三个翻转课堂的体验
来源:
《Internet and Higher Education》
Abstract:
As a response to the call for technology enhanced, student-
centered learning environments, the fiipped class-room approach has
drawn much attention from both the research and practice communities.
Despite over fifteen years of fiipped classroom implementation, design
principles have been minimally elaborated 详尽 upon in relation to
diverse disciplinary contexts 学科背景. Focusing on this gap, we
engaged in a mixed methods study that examined three instances of the
fiipped classroom across unique disciplines 学科and to extract
specific design principles. Three in-structors and 115 students enrolled
in three separate classes in fall 2012 participated in the study. Building
upon the Revised Community of Inquiry Framework, we developed a
fiipped classroom design framework and identified nine design
principles.
Keywords:
Flipped classroom;Inverted classroom;Technology-enhanced
learning;Blended learning;Student-centered learning;Mixed methods
research
摘要:
至于对技术提升,以学生为中心的学习环境的的要求,翻转
课堂的做法已引起研究和实践领域的广泛关注。
尽管翻转课堂以实
施了超过 15 年的时间,关于不同的学科背景,已经在最低限度阐述
了他的设计原则。
着眼于这种差距,我们用混合学习方法研究,审
查独特的跨学科的翻转课堂的三个实例,并提取特定设计原则。
三
个教学者和 115 名学生 2012 年秋季参加了三个不同班的研究。
经询
问框架的修订社区建设,我们制定了一个翻转课堂的设计框架和 9
个设计原则。
关键词:
翻转课堂;课堂倒置;科技辅助学习,混合式学习;以学生为
中心的学习;混合方法研究
2.Flip My Class!
A faculty development demonstration of
a fiipped-classroom(2014.6)
翻转我的教室,一个学院使用翻转课堂后的展示
来源:
《Currents in Pharmacy Teaching and Learning 》
Abstract:
This article describes a unique model for a
faculty development program focused on sensitizing clinical
pharmacy practice(CPP) faculty to the “fiipped-classroom”
approachtoteaching.Thedevelopersofthisprogram
assignedpre-programhomeworktothefaculty,which
required them to watch a YouTube origami video on “How to
make a paper crane?
” and a Prezi presentation on fiipped-
classroom concept. Faculty were instructed to watch the
cranevideo,constructtheirowncrane,andsendina
picture of it to the faculty facilitators by the deadline.
The in-class program activities included a quiz on the
homework; evaluation and feedback of the cranes submitted;
a discussion on how to utilize class time for higher order
complex assignments via a fiipped-classroom approach; and
individual, small-, and large-group refiection. Twenty of
34 (59%) CPP faculty completed the paper crane homework.
Twenty-threefaculty(68%)attendedthe“in-class”
workshop. Overall, 84% of the faculty stated that the
faculty development workshop and homework very strongly or
stronglyincreasedtheirunderstandingofafiipped-
classroom and 88% of the faculty stated that they would
consider fiipping one of their classes next year. This
well-receivedfacultydevelopmentmodelsuccessfully
sensitizedfacultytothefiipped-classroomconceptby
having them take on the role of the student. This faculty
development program is a model for other schools/colleges
to expose faculty to alternative teaching techniques which
may help them “think outside the box” when teaching
student pharmacists.
Keywards:
Flipped-classroom; Faculty development; Pedagogy
翻译:
本文介绍了学院的发展规划的独特模式侧重于敏临床药学实
践
(CPP)教授的“翻转教室”的教学方法。
这一方案的开发人员分
配预方案功课的教师,要求他们观看 YouTube 视频折纸中的“如何
做一个纸鹤?
” Prezi 在佛罗里达州讲解了翻转教室的概念。
学院要
求观看视频起重机,构造自己的起重机,并在截止日期前发送给它
的辅导员教师一个画面。
课内计划活动包括一个家庭作业的小测验;
评估并提交起重机的反馈;如何在翻转课堂中利用课堂时间高效有序
的解决复杂任务,又比如个人,小型,大的团队。
20 个教师(大约
59%)完成了纸鹤功课。
二十三名教师(68%)参加了“课程”研
讨会,整体上,84% 教师指出大家都很喜欢研讨会及作业,这种喜
欢增加了他们对于翻转课堂的理解,并且一个翻转教室 88%的教师
表示,他们会考虑明年将翻转课堂应用到自己的班级。
这种收到良
好效果的教师发展模式,成功地让教师们由学生角色视角认识到翻
转课堂的教室概念。
该学院的发展项目对其他学校/大学来说是一个
典型的例子,揭示教师另类教学技巧,这样能帮助他们想想盒子外
的世界,当教学生药剂师时。
3.A novel integration of online and flipped classroom instructional
models in public health higher education(2014)
来源:
《Medical education》
在线和翻转课堂教学模式在公共卫生高等教育领域的一种新型整合
Abstract:
Background:
In 2013, a cohort of public health students
participated in a‘flipped’ Environmental and Occupational Health
course. Content for the course was delivered through NextGenU.org and
active learning activities were carried out during in-class time. This paper
reports on the design, implementation, and evaluation of this novel
approach.
Methods:
Using mixed-methods, we examined learning experiences and
perceptions of the flipped classroom model and assessed changes in
students' self-perceived knowledge after participation in the course. We
used pre- and post-course surveys to measure changes in self-perceived
knowledge. The post-course survey also included items regarding
learning experiences and perceptions of the flipped classroom model. We
also compared standard course review and examination scores for the
2013 NextGenU/Flipped Classroom students to previous years when the
course was taught with a lecture-based model. We conducted a focus
group session to gain more in-depth understanding of student learning
experiences and perceptions.
Results:
Students reported an increase in knowledge and survey and focus
group data revealed positive learning experiences and perceptions of the
flipped classroom model. Mean examination scores for the 2013
NextGenU/ Flipped classroom students were 88.8% compared to 86.4%
for traditional students (2011). On a scale of 1–5 (1 = lowest rank, 5 =
highest rank), the mean overall rating for the 2013 NextGenU/Flipped
classroom students was 4.7/5 compared to prior years’ overall ratings of
3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes
emerged from the focus group data:
1) factors influencing positive
learning experience (e.g., interactions with students and instructor); and
2)changes in attitudes towards environmental and occupation health (e.g.,
deepened interest in the field).
Conclusion:
Our results show that integration of the flipped classroom
model with online NextGenU courses can be an effective innovation in
public health higher education:
students achieved similar examination
scores, but NextGenU/Flipped classroom students rated their course
experience more highly and reported positive learning experiences and an
increase in self-perceived knowledge. These results are promising and
suggest that this approach warrants further consideration and research.
Keywords:
Flipped classroom, Blended learning, E-learning, Public
healtheducation,MasterofPublicHealth,Environmentaland
occupational health
背景:
在 2013 年,公共卫生学生的队列参加了翻转课堂与职业健康
课程。
该课程内容形式通过 NextGenU.org 和主动学习的活动,在上
课时间进行。
本文介绍这种新方法的设计,实施和评价。
方法:
采
用混合学习方法,我们研究评估参与课程后,学生的学习经验和对
翻转课堂模式的认知和学生自我感知方面的改变。
我们用课前和课
后调查,评估自我感知的知识方面的变化。
在课后的调查项目还包
括关于学习经验和翻转课堂模式的看法。
我们还比较标准课程复习
和考试成绩为 2013 NextGenU/翻转课堂学生前几年的过程中被灌输
了讲座为基础的模式。
我们进行了焦点小组会议上从而更深入的了
解学生的学习经验和看法。
结果:
学生报告显示增加知识和调查,焦点小组的数据显示,积极
的学习经验和翻转课堂模式的看法。
考试的平均分数为 2013
NextGenU/翻转课堂上学生 88.8%,比传统的学生(2011)86.4%高。
规模的 1-5 等级(1=最低级,5=最高等级),平均整体评价为 2013
NextGenU/翻转课堂上的学生为 4.7/5 相比之前 3.7 年的整体收视率
(2012 年),4.3( 2011),4.1(2010 年)和 3.9(2009 年)。
两
个重要的主题出现在了焦点小组的数据上:
1)影响积极学习经验的
因素(如,学生和教师的交互;2)对环境和职业健康态度的变化
(例如,对某领域强烈的兴趣)。
结论:
我们的研究结果表明,集成在线 NextGenU 课程翻转课堂模
式在公共卫生高等教育方面是一种有效的创新:
学生取得了类似的
考试成绩,但是 NextGenU/翻转课堂上的学生,他们的课程体验更
加强烈、积极的报道学习经验和提高自我认知的知识。
这些结果是
令人鼓舞的,并认为这种做法值得进一步考虑和研究。
关键词:
翻转课堂,混合式学习,网络学习,公共卫生教育,公共
卫生,环境和职业健康硕士
4.Using Lean in the Flipped Classroom for At Risk Students 翻转课堂的
有风险的学生在使用精益(2013)
来源:
《 Educational Technology &Society》
ABSTRACT:
Schools are working to improve achievement through the
examination of instructional practice and the use of instructional
technology. This article provides informed commentary on the state of
school reform and the need for continuous improvement, instructional
improvement and instructional technology improvement. It also
presents advocacy for the use of a continuous improvement system called
lean as a toolkit for these improvement efforts. A discussion example of
an at risk high school’s journey through continuous improvement and
the use of a lean tool for analysis for improvement resulting in the
innovative use of screen capture technology is shared to highlight one
application of the lean framework presented.
Keywords:
Lean,Flipped,SchoolImprovement,Instructional
Technology, Secondary Education
摘要:
学校正在努力通过教学实践的检验和使用教学技术来提高业绩,
本文提供有关学校改革的状态,需要不断改进,提高教学和教学技
术进步知情的评论。
这也 提出倡导使用所谓的精益作为一个工具包,
用以持续不断的改进系统。
这些改进工作的持续改进体系。
这个例
子是共享的,一个处于危险之中的高中,通过不断的改进和利用精
益工具,分析改进导致创新使用的屏幕捕获技术的旅程,以突出介
绍了精益框架的一个应用。
关键词:
精益,翻转,学校改善,教学技术,中学教育
Lean is defined as an approach that requires the commitment of the
technical, social and human capital of an organization to continuous
improvement for the purpose of identifying distinct ways to create value
as determined by the customer and to eliminate waste based on thoughtful
examination of its root causes (Womack,Jones & Roos, 1990).
5.No more flying on autopilot:
The flipped classroom(2013.1.1)
6.The Use of a Flipped Classroom to Enhance Engagement and Promote
ActiveLearning 使用翻转课堂来提高课堂参与和促进积极学习
(2014.2)
来源:
《Education and Practice》
Abstract:
This study was based on Reeve’s (2013) four-aspect
conceptualization regarding student engagement to promote active
learning using a flipped classroom.The flipped classroom is defined as
using technology to provide lectures outside of the classroom, while
assignments with concepts are provided inside the classroom through
learning activities (Clark, 2013). Behavioral engagement is defined as
teachers’ direction of students toward activities that require them to
apply initiative (Fredricks, Blumenfeld, & Paris, 2004). Emotional
engagement is promoted by intentionally selecting materials that
stimulate students’ interaction with and feedback to the material (Taylor
& Statler, 2013). Cognitive engagement is defined as the teacher’s skill
in questioning and the students’ elaboration of an idea as an answer
(Smart & Marshall, 2012). Agentic engagemen