同伴教学法在中职院校翻转课堂中的应用研究

Research on the application of Flipped class teaching model based on Peer Instruction -- Taking secondary vocational colleges as an example

Abstract

The Guidance Opinions on Further Promoting the Development of Informatization in Vocational Education promulgated by the Ministry of Education in 2017 pointed out that it is necessary to deepen the innovation of education and teaching models. “F lipped class” has changed the traditional classroom model, cultivated students’ ability to study independently, promoted the development of personalized learning, and students changed from passive recipients of knowledge to active participants in knowledge building. The “Peer Instruction” can divide a lesson into several parts. Each part is designed with some concept test questions. Teachers take corresponding teaching measures according to the feedback information of the concept test questions, leaving more time for students to conduct in-depth discussions and let the class more organized and more controllable. This study organically combines the Flipped class with Peer Instruction, reforms and innovates the teaching mode, and designs a teaching mode suitable for classrooms in secondary vocational colleges, hoping to promote student self-study.

In this study, the literature research method was used to collect and collate relevant literature of Flipped class and Peer Instruction, and questionnaires were used to understand the learning characteristics of secondary vocational students. Through interviews with

front-line teachers in secondary vocational colleges, the teaching situation and implementation of secondary vocational teachers were collected. The feasibility of the new teaching model. According to the school’s teaching environment and teaching conditions, supported by the constructivist learning theory, scaffolding theory, and blended learning theories, the Peer Instruction and Flipped class are mutually integrated to design “Flipped class teaching model based on the Peer Instruction”. Students from vocational colleges were used as experimental research subjects to conduct comparative experiments. Design and development of teaching activities based on the " Computer Application Fundamentals " textbook in secondary vocational colleges based on the Peer Instruction, focusing on the core concepts and skill requirements of each chapter, setting up concept test questions reasonably to grasp the teaching process and organizational discussions . The use of Flipped class to create micro-videos before class to allow students to complete the study in the form of small groups to improve student learning initiative and mutual assistance. Through the concept test

questions in the classroom to understand the students' learning effects, through interactive communication to improve the effectiveness of Flipped class collaborative learning.

After one semester's analysis of the final grades of students in the experimental class and the control class, it was found that the excellent rate and pass rate of the experimental class using the Flipped class teaching model based on the Peer Instruction were higher than those using the traditional teaching model. According to the observation and study in the classroom, students in the experimental class clearly found that their enthusiasm for learning was relatively high. The use of concept test questions in the classroom was indeed conducive to the development of classroom collaborative learning activities. Concept test questions made the focus of classroom teaching clearer and established. With a complete knowledge system, students' enthusiasm for participation in discussions is also very high, and classroom learning atmosphere is active. At last, the author makes a reflection on the research and puts forward some suggestions for implementing the “Flipped class teaching model based on th e Peer Instruction” in the future.

Key Words：Flipped class；Peer Instruction；Secondary vocational schools；Teaching mode application

摘要............................................................................................................................. I Abstract ...................................................................................................................................... I I 1 绪论. (1)

1.1 研究背景 (1)

1.1.1 中等职业教育发展的需要 (1)

1.1.2 教育信息化发展需要 (1)

1.1.3 传统教学方法的局限 (1)

1.2 国内外研究现状 (2)

1.2.1 国外翻转课堂研究现状 (2)

1.2.2 国内翻转课堂研究现状 (3)

1.2.3 国外同伴教学法研究现状 (7)

1.2.4 国内同伴教学法研究现状 (7)

1.3 研究目的和意义 (8)

1.3.1 研究目的 (8)

1.3.2 研究意义 (8)

1.4 研究内容和方法 (9)

1.4.1 研究内容 (9)

1.4.2 研究方法 (9)

2 概念界定与相关理论 (11)

2.1 同伴教学法 (11)

2.2 翻转课堂 (12)

2.3 相关的理论基础 (12)

2.3.1 建构主义学习理论 (12)

2.3.2 支架理论 (13)

2.3.3 合作学习理论 (14)

2.3.4 混合式学习 (14)

2.4 翻转课堂和同伴教学法整合理论分析 (14)

3 中职计算机应用基础课程现状调查与分析 (17)

3.1 中职计算机应用基础教材分析 (17)

3.2 中职学校环境分析 (17)

3.3 中职学生特点分析 (17)

3.3.1 调查问卷的设计 (18)

3.3.2 调查结果的分析 (18)

3.4 中职教师教学现状分析 (23)

3.5 调查结论 (24)

4 基于同伴教学法的翻转课堂教学模式的教学设计 (25)

4.1 基于同伴教学法的翻转课堂教学模式的教学过程设计 (25)

4.2 课前微视频和导学案的制作 (27)

4.3 概念测试题的制作 (29)

4.4 学生课堂讨论交互的设计 (31)

4.5 教学评价的设计 (32)

5 基于同伴教学法的翻转课堂教学模式的应用 (34)

5.1 实验目的 (34)

5.2 实验假设 (34)

5.3 实验样本的选择 (34)

5.4 实验工具的选择 (34)

5.4.1 未来教育模拟测试软件 (34)

5.4.2 视频制作软件Camtasia Studio 8 (36)

5.4.3 腾讯QQ (38)

5.4.4 极域电子教室软件 (41)

5.5 实验过程 (43)

5.6 实验案例：使用公式和函数 (43)

5.6.1 课前教学阶段 (43)

5.6.2 课堂教学实施阶段 (49)

5.6.3 课后教学巩固和评价阶段 (53)

5.7 实验结果分析 (54)

5.7.1 学生成绩分析 (54)

5.7.2 学生参与度分析 (55)

6 研究结论与展望 (57)

6.1 研究结论 (57)

6.2 研究不足与展望 (57)

6.2.1 研究不足 (57)

6.2.2 研究展望 (58)

参考文献 (59)

附录A 中职学生基础情况调查问卷 (61)

附录B 教师访谈稿 (63)

附录C 学生参与度访谈稿 (64)

攻读硕士学位期间发表学术论文情况 (65)

致谢 (66)