目录
1.引言………………………………………………………….. 2
1.1研究背景………………………………………………….. 2
1.2研究意义………………………………………………….. 2
1.3研究方法………………………………………………….. 3
2.1翻转课堂的起源…………………………………………….. 3
2.2传统课堂与翻转课堂的比较……………………………………. 4
2.3翻转课堂的优势和特点……………………………………….. 4
2.4翻转课堂的相关概念…………………………………………. 5
3.1经典的翻转课堂教学结构模型………………………………….. 6
3.2翻转课堂的教学模型…………………………………………. 6
3.3翻转课堂教学案例《奇妙的二氧化碳》…………………………… 8
4.翻转课堂案例设计的评价………………………………………….. 9
4.1对化学翻转课堂的态度及原因的调查…………………………….. 9
4.2和传统课堂相比及是否愿意继续使用的调查………………………. 10
4.3对家长参与的调查………………………………………….. 10
4.4对翻转课堂的意见调查………………………………………. 11
4.5教师对翻转课堂的态度………………………………………. 11
5.总结与展望……………………………………………………. 12
5.1研究的结论……………………………………………….. 12
5.2研究中的短处和改进………………………………………… 12
5.3研究展望…………………………………………………. 13
6.结语…………………………………………………………. 13
7.参考文献……………………………………………………… 14
基于微课程的化学翻转课堂教学研究
摘 要：“翻转课堂”有利于学生的个性化学习，学生可以根据自己的学习风格和能力来掌握自己的学习进度，由此提高学习效率。在翻转课堂上，师生角色发生了转变，老师从传授知识变成了引导学生学习的角色，学生从被动者变成了主动者。在中国，对于“翻转课堂”的研究和试用还在起步阶段，试用的范围比较小。为了让更多的中学化学老师深入全面的了解这种教学模式，本文重点阐述了翻转课堂的教学理念和教学特点，并在此做了研究。
关键词:翻转课堂；中学化学；个性化学习
Abstract:“Flipped classroom” is conducive to the students’ personalized learning, students can according to their own learning style and can come and go to master their learning progress, thus improving the efficiency of learning. In the flipped classroom, the role of teachers and students has changed, the teacher from teaching knowledge to guide students to learn the role of students from the passive into the active. In China, the research and trial of “flipped classroom” is still in the initial stage, and the scope of the trial is relatively small. In order to let more secondary school chemistry teachers to understand the teaching model, this paper focuses on the flipped classroom teaching concept and teaching characteristics, and do a bit of research in this paper.
Keywords:Flipped classroom; middle school chemistry;Personalized learning
