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1、__________________________________________________TheFlippedClassroom1.BackgroundFiveyearsago,intheshadowofColorado’sPike’sPeak,veteranWoodlandParkHighSchoolchemistryteachersJonathanBergmannandAaronSamsstumbledontoanidea.Strugglingtofindthetimetoreteachles
2、sonsforabsentstudents,theyplunkeddown$50,boughtsoftwarethatallowedthemtorecordandannotate(['ænə'tet]注释)lessons,andpostedthemonline.Absentstudentsappreciatedtheopportunitytoseewhattheymissed.But,surprisingly,sodidstudentswhohadn’tmissedclass.They,too,usedth
3、eonlinematerial,mostlytoreviewandreinforceclassroomlessons.And,soon,BergmannandSamsrealizedtheyhadtheopportunitytoradicallyrethinkhowtheyusedclasstime.It’scalled“theflippedclassroom.”Whilethereisnoonemodel,thecoreideaistoflipthecommoninstructionalapproach:
4、Withteacher-createdvideosandinteractivelessons,instructionthatusedtooccurinclassisnowaccessedathome,inadvanceofclass.Classbecomestheplacetoworkthroughproblems,advanceconcepts(推进概念),andengageincollaborativelearning.Mostimportantly,allaspectsofinstructioncan
5、berethoughttobestmaximizethescarcest(不足的)learningresource—time.收集于网络,如有侵权请联系管理员删除__________________________________________________1.HowFlippedclassroomteachersalmostuniversallyagreethatit’snottheinstructionalvideosontheirown(独立地),buthowtheyareintegratedin
6、toanoverallapproach,thatmakesthedifference.Inhisclasses,Bergmannsays,studentscan’tjust“watchthevideoandbedonewithit.”Hecheckstheirnotesandrequireseachstudenttocometoclasswithaquestion.And,whilehesaysittakesalittlewhileforstudentstogetusedtothesystem,asthey
7、earprogressesheseesthemaskingbetterquestionsandthinkingmoredeeplyaboutthecontent.Afterflippinghisclassroom,Bergmannsayshecanmoreeasilyquery(询问)individualstudents,probeformisconceptionsaroundscientificconcepts,andclearupincorrectnotions.2.Whenweshoulduse?Ou
8、rresponseisthatnotallmaterialissuitabletobetaughtthroughavideolesson.Ifyouhavesomethingforthestudentstoworkthroughthatdoesnotrequiredirectinstructionthroughavideo,thendonotmakeavideo.
Weshouldneveruseatool(in