大学翻转课堂教学效果实证研究
——以《财务学及技术基础》课程翻转教学为例
| 作 者：夏庆利 罗一清 |
| 单 位：黄冈师范学院 |
| 基金项目：湖北省精品视频公开课《财务学及技术基础》
（13BK01） 。 |
| 摘 要： |
| 通过对翻转课堂研究文献的梳理，总结国内外翻转课
堂教学改革的主要经验和不足，结合“财务学及技术基础”
课程翻转教学实践，对学生学习行为、效果及其相互关系的
实证研究发现，大学翻转课堂的教学效果取决于线上、线下
两个讨论的设计和组织。大学翻转课堂教学的关键是微课建
设；基础是“题库”建设；慕课平台是重要条件；课程考核设
计是“牛鼻子”；知识系统性是短板；关注学习困难群体是难
点。 |
| 关键词：大学；财务学；翻转课堂；实证 |
An Empirical Study on the Flipped College Classroom
| Author's Name: XIA Qing-li LUO Yi-qing |
| Institution: |
| Abstract: |
| Reviewing the related literatures about the “flipped classroom", it is found that the
concept of "flipped classroom" originated from the USA in the 1990s, which required teachers to
make teaching design and explore class learning materials based on the questions raised by students
in advance before the lesson, and to guide the students to discuss together to solve problems in
class. In China, the "flipped classroom" has become increasingly popular since 2007, which holds
the core idea that discussion-based learning could strengthen students' initiative and motivation
in learning, and give students a better understanding about the knowledge they learn, and finally
improve students' capability of solving practical problems. However, the "flipped classroom" has
not achieved the efficiency as expected. On the contrary, under the influence of Chinese traditional
culture inertia and the present framework of educational evaluation; it results in alienation or worse
situation in teaching. Some "flipped classrooms" have simply been another version of "homework
sea” tactics. Some others provide no problems to discuss in "flipped classrooms". A few "flipped
classrooms" are dominated by a few students, which affect the overall effect. Even some teachers
are inexperienced in control “flipped classrooms", which make the course inefficient and knowledge
fragmented.
With the multiple linear regression model, the paper makes an empirical study on the flipped
college classroom implemented in the course of the “Financial technology” in four semesters from
the autumn in 2014 to the spring in 2016. At the stage of Moocs-helped teaching, there is a
significant correlation between the final test scores and the variables of “visit times” and “online
discussion”, because every added visit could improve 0.032 points and every added participation
in discussions could improve 0.096 points in the final examination. At the beginning stage of the
"flipped classroom", the data showed there was no correlation between the final test scores and
online-learning. Three reasons were found through after-class interviews as following: the first was
the cultural conflict of education; the second was the process opportunism; the last was the result
formalism. At the stage of improving flipped-teaching, the correlation between “final exam scores"
and “offline discussion” obviously became significant by increasing the question bank and adjusting
the course evaluation weights, every one point raised in the “online discussion would improve 0.852
points in the final exam scores. A further study on factors to classroom discussion scores showed
that once the online discussion increased one chance, “classroom discussion” would increase 0.08
points, and one score raised in “chapter assignment” would improve 0.132 points in classroom
discussion. At the stage of mature flipped-teaching, the determinants of classroom efficiency are
“online discussion” and “classroom discussion”, which illustrates that the students who discuss
actively both online and offline classrooms would have a good result in the final examination. The
conclusion is highly consistent with the theoretical analysis of the “flipped classroom”.
Based on the analysis above, the paper concludes that the motivation and the quality that
students participate in discussions are the core points. Only when students’ enthusiasms in
discussions are adequately stimulated, is it possible to increase their internal interest in learning.
Of course, the attraction of online courses, the test design of knowledge-points, the development
of chapter assignment bank, the construction of Moocs, the net speed and others are all the
significant external factors. Therefore, the paper proposes six suggestions to “flipped classrooms”:
(1)micro-lesson is the basic unit of Moocs and the key to the flipped teaching; (2)the construction
of "question bank” is the foundation for the flipped classroom; (3) the platform of Moocs is the
important condition for the flipped teaching; (4) the design of course evaluation framework is the
focal point for course efficiency; (5) the greatest disadvantage of the flipped classroom is the lack
of systematic knowledge; (6) the most difficult point for the flipped classroom is how to focus on
students with learning problems . |
| Keywords: college; course in Financial Technology; flipped classroom; empirical study |
| 投稿时间：2016-08-11 |
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