MOTOROLA MVME135A 4MB VME 16MHZ, 68881 FP, 2 RS-232 SERIAL PORTS MODULE (NO CPU)
作為真正意義上的翻轉課堂，還需要添加另外兩個要素：技術要素和環境要素。翻轉課堂應該更名為“翻轉‘教’‘學”’，關鍵是教師和學生之間的關系、地位和作用發生了本質的變化。翻轉課堂在教學應用中容易出現師生關系失位、知識難度越位、適用象錯位等局限性，根源在于翻轉課堂的定位停留在流程翻轉的層面上，忽視了翻轉課堂背后隱藏的知識內化的基本原理。翻轉課堂主要通過教學流程翻轉，分解知識內化的難度，增加知識內化的次數，促進學習者知識獲得。翻轉課堂教學模式進行設計時，要根據漸進式知識內化的特質和翻轉課堂的三個構成要素，從宏觀、中觀和微觀三個層面綜合考慮。既保證不給教師和學生增加額外負擔，又使教學媒體、教師培訓、教學環境滿足需求。教師在具體實施翻轉課堂過程中，要遵循知識內化基本原理，根據課型、學情分析，選擇恰當的教學策略。
*基金項目：“十二五”國科技支撐計劃“教育云規模化應用示范”項目（203BAH72B00）之“優質教育隨著電子書包、電子課本、平板電腦、智能手機等不斷推出各式各樣的新應用，人們逐漸認識到不斷革新的技術與翻轉課堂之間存在著某種內在的聯系：進技術為翻轉課堂實施提供的可能性越大，翻轉課堂為進技術的應用提供的發揮空間越廣闊。翻轉課堂與進技術的這種”契合“，給當前網絡環境下的課堂教學改革帶來了種”思考沖動“，甚至未來課堂的某些理念也可能在翻轉課堂中找到影子。在以往的研究中，我們厘清了翻轉課堂的基本要義，翻轉課堂的進性和局限性進行了系統深入的闡述。
廈門興銳達自動化設備有限公司
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