翻转课堂十篇外文文献摘要翻译

爱思唯尔数据库获取资料

1.The experience of three?ipped 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?ipped class-room approach has drawn much attention from both the research and practice communities.Despite over?fteen years of?ipped 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?ipped classroom across unique disciplines学科and to extract speci?c design principles.Three in-structors and115students enrolled in three separate classes in fall2012participated in the study. Building upon the Revised Community of Inquiry Framework,we developed a?ipped classroom design framework and identi?ed 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 ?ipped-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“?ipped-classroom”approach to teaching.The developers of this program assigned pre-program homework to the faculty,which required them to watch a YouTube origami video on“How to make a paper crane?”and a Prezi presentation on?ipped-classroom concept.Faculty were instructed to watch the crane video,construct their own crane,and send in a 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?ipped-classroom approach;and individual,small-,and large-group re?ection.Twenty of34 (59%)CPP faculty completed the paper crane homework. Twenty-three faculty(68%)attended the“in-class”workshop. Overall,84%of the faculty stated that the faculty development workshop and homework very strongly or strongly increased their understanding of a?ipped-classroom and88%of the faculty stated that they would consider?ipping one of their classes next year.This well-received faculty development model successfully sensitized faculty to the?ipped-classroom concept by 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:In2013,a cohort of public health students participated in a‘flipped’Environmental and Occupational Health course.Content for the course was delivered through https://www.360docs.net/doc/e611720407.html, 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 2013NextGenU/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 the2013 NextGenU/Flipped classroom students were88.8%compared to86.4% for traditional students(2011).On a scale of1–5(1=lowest rank,5= highest rank),the mean overall rating for the2013NextGenU/Flipped classroom students was4.7/5compared to prior years’overall ratings of 3.7(2012),4.3(2011),4.1(2010),and3.9(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 health education,Master of Public Health,Environmental and 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https://www.360docs.net/doc/e611720407.html,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2013NextGenU/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2013NextGenU/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2013NextGenU/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

https://www.360docs.net/doc/e611720407.html,ing 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,School Improvement,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 Active Learning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 engagement is student self-learning, with a contribution from the lecturer to provide instructional support (Reeve&Tseng,2011).A descriptive quantitative methodology was used

in which24undergraduate TESOL students took the course QMT212 Instructional Design.The results show that emotional engagement (x=5.79)(sd=1.02)has the highest score,followed by behavioral engagement(x=5.62)(sd=0.69),cognitive engagement(x=5.61)(sd=1.02) and agentic engagement(x=5.1)(sd=1).This study also shows that,for active learning to occur,emotional engagement is one of the important factors as compared to other types of engagement.

Keywords:engagement(behavioral,emotional,cognitive and agentic), flipped classroom,active learning

摘要：这项研究是基于里夫的（2013）四方面概念化有关学生的参与使用翻转课堂，促进主动学习。翻转课堂上被定义为使用技术，提供课堂外听课，作业时用的概念，通过学习活动（克拉克，2013）教室内设置。参与行为被定义为对学生要求他们主动申请（Fredricks，布鲁门菲尔德，与巴黎，2004年）活动教师指导。情感投入是故意选择了激发学生的学习与互动和反馈的物料（泰勒-斯塔特勒，2013年）材料推广。认知参与的定义是老师提问的技巧和学生阐述的答案。，一个答案（智能卡和马歇尔，2012年）。Agentic参与是学生自主学习，从讲师贡献以提供教学支持（里夫与曾雅妮，2011）。

描述性的定量研究方法被用在其中24个参加课程212QMT教学设计的英语教学毕业生。结果表明，情感投入（X=5.79）（SD=1.02）得分最高，其次是行为的参与（X=5.62）（SD=0.69），认知参与（X=5.61）（SD=1.02）和agentic接合（X=5.1）（标准差=1）。这项研究还表

明，对于主动学习发生，相比其他类型的参与，情感投入是最重要因素之一。

关键词：参与（行为，情感，认知和agentic），翻转课堂，主动学习7.Social Learning Platforms and the Flipped Classroom社会学习平台和翻转课堂

来源：《Information and Education Technology》2014.8 Abstract：This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the flipped classroom.In particular the attributes of the social learning platform“Edmodo”is considered alongside the changes in the way in which online learning environments are being implemented,especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom.

Index Terms—Education,Edmodo,Internet,learning Platforms.

摘要：本文探讨结合使用社交学习平台的翻转课堂的紧急教育学。特别是社会学习平台“Edmodo”的属性被认为是旁边的变化，其中在线学习环境正在实施，尤其是在英国的教育方式。有些意见提出关于伴随着教育在英国的权力日益分散，关于这些平台的使用和用途问题。

关键词：教育，Edmodo，上网，学习平台。

https://www.360docs.net/doc/e611720407.html,pare a fiipped instuctional model in an under graduate

calculus III course比较“翻转”教学模式在本科微积分III课程

In this small comparative study,we explore the impact of“flipping”the instructional delivery of content in an undergraduate Calculus III course. Two instructors collaborated to determine daily content and lecture notes; one instructor altered the instructional delivery of the content(not the content itself),utilizing videos to communicate procedural course content to students out-of-class,with time in-class spent on conceptual activities and homework problems.Student performance on tests for both classes will be compared to determine any significant differences in achievement related to“flipping”the instructional delivery.

Key words:Flipped Classroom,Technology,Calculus III,Comparative Study

在这个小小的比较研究，我们探讨“翻转课堂”，在本科微积分三课程的教学内容传递的影响。两个教学者合作，以确定每天的内容和讲义;一位教官改变了教学传递内容（而不是内容本身），利用视频，在课外将课程内容传达给学生，时间基本都花费在概念学习和家庭作业问题上。在对这两类学生的表现进行测试比较，以确定实现“翻转”的教学内容传递是否有任何显著的差异。

关键词：翻转课堂，技术，微积分III，比较研究

9.Flipped Classroom Versus Traditional Textbook Instruction:Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

来源：德国施普林格Springer

翻转课堂教学与传统教学教材：不同层次的评估的准确性和脑力劳动的数学复杂性(2014.10)

Abstract：Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings,with growing prominence in high school and middle school(Tucker in Leveraging the power of technology to create student-centered classrooms.Corwin,Thousand Oaks,2012).Flipped classrooms are meant to effectively combine traditional and online education by utilizing both in and out-of-class time. Despite positively reported implications of the flipped classroom instructional strategy,there is a deep shortage of literature and data that demonstrate advantages for student learning outcomes.The purpose of this preliminary study with directions for future investigations was to examine flipped classroom instruction versus a traditional classroom; specifically,an instructional video versus traditional textbook instruction to assess accuracy and mental effort at three levels of mathematical complexity.College-level nursing students who require mathematical mastery were used as a pilot test group in anticipation that this experience could be translated for larger data sets of variable age groups.Results indicated that accuracy increased and mental effort decreased with flipped https://www.360docs.net/doc/e611720407.html,ing Sweller’s cognitive load theory and Mayer’s cognitive theory of multimedia learning as theoretical frameworks,this study lends

insight into designing effective instruction for learning environments that could benefit from a flipped classroom framework.

Keywords Flipped classroomáMathematicsáAccuracyáMental effort áNursing students

摘要：翻转教室的教学技术的发展研究主要集中在高等教育领域，在高中和初中也日益突出（塔克在利用科技的力量创造以学生为中心的课堂。科温，千橡，2012）。翻转教室是利用课上和课下时间使传统教育和网络教育有效的结合。尽管积极报道翻转课堂教学策略的影响，并且有文献和数据资料的的深层短缺，但也展示了学生的学习成果优势.初步研究以及今后调查方向的目的是审视翻转课堂教学与传统课堂。具体而言，教学视频与传统教材教学评估的准确性和精神努力在三个层面上的数学复杂性。本科需要掌握数学的护理专业学生被用作试验测试组，这方面的经验可以转化为可变年龄组的更大的数据集。结果表明，在翻转课堂教学中，精度提高和脑力劳动下降。使用膨松剂的认知负荷理论和Mayer的认知多媒体学习的理论框架理论，本研究表明设计有效，学习可以受益于一个翻转课堂教学框架的环境。

10.Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN(2013.12)

翻转课堂教学模式对大学多媒体CSUN中学生在的影响California State University Northridge

Abstract:Scholars and practitioners have reported the positive outcomes

of a flipped,or inverted,approach to instruction(Baker,2000;Lage, Platt&Treglia,2000;Bergmann,2011;Wright,2011;Pearson,2012;Butt, 2012;Bates,2012).While many of the reports are anecdotal,the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method.This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge.Student reports suggest that the approach provided an engaging learning

experience,was effective in helping students learn the content,and increased self-efficacy in their ability to learn independently.Additionally, challenges and potential solutions to those challenges are discussed. Keywords:Flipped Classroom,Technology Integration,Instructional Videos

学者和实践者都报告了翻转课堂结果以及方法指导方面的好的成果。虽然许多报道都是传闻，但已报道成功实施战略的导师的数量之多，为翻转课堂教学方法的应用提供了强大的证据。这项研究提供了一个详细的例子：在美国加州州立大学北岭分校两个班级实施翻转课堂教学模式的详细情况。学生报告表明，该方法提供了参与的学习经验，能有效地帮助学生学习内容，并让他们自主学习增加自我效能。此外，讨论了挑战和可能应对这些挑战的解决方案。

关键词：翻转课堂，技术集成，教学视频

https://www.360docs.net/doc/e611720407.html,ing the flipped classroom to improve student engagement and to prepare graduates to meet maritime industry requirements:a focus on maritime education(2014.4)

使用翻转课堂，提高学生的参与度，让毕业生满足航运业的要求：注重海洋教育

Abstract：This paper challenges maritime educators(MEs)to utilise the flipped or partially flipped classroom to meet increasingly diverse stakeholder needs.Given the international and geographically dispersed nature of the maritime industry(MI),the skills required are more complex than in a domestic situation.Further considerations include continuous improvement of learning and teaching practices whilst engaging with a unique student cohort,preparing a graduate suited to specific MI requirements and working within constrained university resources.At first,this may appear to be addressing too many divergent stakeholder expectations.The authors propose using backward course design(a design that meets the needs and goals of the specific nature of the MI through stakeholder consultation)as a premise to flipped teaching, thus unifying stakeholder requirements.Skills developed in the flipped classroom are particularly useful within the international nature of the MI. The skills required for effectively working in a linguistically and culturally diverse industry such as teamwork,decision-making, problem-solving and conflict resolution are practised in the flipped

classroom.These skills along with specific consideration of MI-based cases and examples discussed in class time produce a more work-ready graduate attuned to specific industry requirements.This paper provides two application examples of the flipped classroom in the MI and highlights how this approach can lead to improved teaching outcomes for MEs.

Keywords：Maritime education.Flipped classroom.Backward course design.Student Engagement.Work readiness

本文海上挑战教育工作者（MES），以利用翻转或部分翻转课堂，以满足日益多样化的利益相关者的需求。鉴于海运业（MI）的国际和地理上分散的性质，所需的技能都比国内局势更加复杂。进一步考虑包括学习和教学实践不断完善，同时参与具有独特的学生队列，准备毕业适合于特定的MI要求和制约高校资源范围内工作。起初，这可能表现为解决太多不同的利益相关者的期望。文章的作者提出用落后的课程设计（指满足特定性质的需求和目标的设计在MI通过利益相关者协商）为前提，以翻转教学，从而统一的利益相关者的需求。在翻转课堂上开发的技能内MI的国际性质特别有用。所需技能在语言和文化上不同的行业有效的工作，如团队合作，决策，解决问题和冲突的解决都实行翻转教室里。这些连同具体考虑MI型病例和技能在上课的时候讨论的例子产生更多的工作，准备毕业切合特定行业的要求。本文提供的两个应用实例翻转课堂教学中的MI，并强调这种做法如何能导致改善教学成果的ME。

关键词:海事教育.翻转课堂.落后的课程设计.学生参与工作准备就绪