下载文档原格式
翻转课堂的文献综述学科语文专硕高艳翻转课堂是一种创新型的教学模式，以布卢姆的掌握学习理论、建构主义理论、人本主义学习理论、学习风格理论、学习金字塔理论等理论为依据，它的出现颠覆了传统教学的固有模式。
它是现代信息技术发展条件下教学改革的重大突破，作为与时代发展同步的教育者，我们对它不能仅仅停留在理论研究的阶段，而应将之更多地发现问题，应用于教学实践当中，从而为我国的现代教育改革作出应有贡献。
在中国知网上，以翻转课堂为关键词进行搜索，截止2015年3月共搜出文献1069篇，根据本文内容、文章被引次数、下载数量，剔除与本文内容关系不大，不够严密的文章。
经过筛选，选定15篇文章作为参考。
一、翻转课堂产生的背景及缘起第一，以移动互联、物联网、云计算为代表的新一代信息技术，既对教育教学系统的变革产生了巨大的推动力，也为创新教学模式的产生提供了无所不在的方便快捷的技术保障。
第二，建构主义理论、宏观社会教育系统理论等所产生的影响力。
建构主义理论在教学观上认为，教师不应该无视学生已有的知识经验。
在课堂教学中，教师应该充分发挥学生的积极性与主动性，以学生自己的主动的、互动的方式学习新知识。
20世纪90年代，受建构主义理论的影响，教学设计强调“问题情境”、“真实任务”、“技术支持”等理念。
乔纳森的建构主义学习环境（Constructivist Learning Environments）简称CLE理论。
麦里恩博尔和戴杰克斯特拉建立的四要素教学设计模式（4C/ID）是这一时期教学设计理论的典型代表。
宏观社会教育系统理论是由巴纳斯与瑞格鲁斯等人提出的，主张关注社会转型及其对教育的深刻影响，解决教育问题要放眼整个社会系统思考问题和寻求解决方案，超越只在教育教学系统内部运作的局限性。
第三是国际开放教育资源运动的推动。
2001年，麻省理工学院启动“开放课件”项目，拉开了国际开放教育资源运动的序幕，耶鲁公开课、可汗学院微视频、TED的教育频道视频等大量优质教学资源的涌现,为翻转课堂的开展提供了资源支持，促进了翻转式教学的发展。
翻转课堂在英语教学中的应用一、翻转课堂的概念翻转课堂，又称“颠倒课堂”，是通过对知识传授和知识内化的颠倒安排，改变传统教学中的师生角色并对课堂时间的使用进行重新规划的新型教学模式。
翻转课堂并没有固定模式，它的核心宗旨是颠覆传统教学方式。
传统教学方式基本都是教师在课堂上讲授新知识，学生课后完成知识内化，即复习和作业。
而翻转课堂恰恰相反，教师会在课前把录制好的教学视频上传到网上供学生观看，课堂上他们不再喋喋不休地讲课，而是在学生需要时提供必要的指导和帮助。
学生真正成为学习过程的中心。
课外他们可以自主安排学习时间，主动探究问题；课上他们可以通过请教老师或与同学交流协作的方式解决课外学习或完成作业过程中遇到的难题。
二、翻转课堂的优势1.有利于构建和谐的师生关系教学活动是师生之间的双边活动，师生关系是维系教学活动的基本关系。
在翻转课堂中，教师不再是“讲坛上的圣人”，而是走下讲台，成为学生的导师和朋友。
教师不再是课堂话语权的掌控者，学生不再只是顺从地坐在座位上倾听记录，他们可以就学习过程中遇到的问题自由地与老师交流讨论。
教师与学生之间的距离无论是在空间上还是在心理上都大大缩短。
这种亲近显然会对学生的学习起到极大促进作用，教师的鼓励会提升学生学习动力，教师的耐心指导会帮助学生树立信心，教师与学生之间会逐渐形成一种亲密的伙伴关系，促进课堂教学向良性的方向发展。
2.有利于提升学生自主学习能力自主学习是指“学生积极、主动、自觉地从事和管理自己的学习活动，而不是在外界的各种压力和要求下被动地从事学习活动”。
翻转课堂中，学生可以自主安排时间学习教学视频。
在观看过程中遇到不明白的地方可以停下来回放，而且也可以在需要的时候，重新观看视频进行复习。
这一点是传统教学方式不可比拟的。
传统课堂上，很多学生由于忙于记笔记，根本不可能完全理解教师所讲授的内容。
在学习过程中遇到难题，因为教师不在身边，学生需要自己想办法去解决，这可以培养他们独立、自主解决问题的能力。
文/谭俊峰科技向来是推动社会进步和改变人们生活的核心力量。
当今天的互联网已无孔不入、当移动互联网已然成为人们的另一个“器官”时，世界必将再次焕然一新。
教育同样是人类社会进步的基石，用科技的力量去释放教育的光芒，是所有教育工作者的梦想。
但当移动互联时代真的到来时，一切都那么迅雷不及掩耳、都那么不可思议，而都又那么的理所当然。
“翻转课堂”与“可汗学院”便是属于这个时代的教育精灵，令人赞叹，叫人深思。
【认识“翻转课堂”】1、历史2000年，美国MaureenLage, Glenn Platt and Michael Treglia在论文"Inverting the Classroom: A Gateway toCreating an Inclusive Learning Environment" 中介绍了他们在美国迈阿密大学教授“经济学入门”时采用“翻转教学”的模式，以及取得的成绩。
但是他们并没有提出“翻转课堂式”或“翻转教学”的名词。
2000年，J.Wesley Baker在第11届大学教学国际会议上发表了论文"Theclassroom flip: using web course management tools to become the guide by theside"。
2007年，美国科罗拉多州WoodlandPark High School 的化学老师Jonathan Bergmann and Aaron Sams 在课堂中采用“翻转课堂式”教学模式，并推动这个模式在美国中小学教育中的使用。
随着互联网的发展和普及，翻转课堂的方法逐渐在美国流行起来并引起争论。
2、要义“翻转课堂”译于英语“FlippedClass Model”，核心要义在于“翻转”。
翻转了什么呢？翻转了课堂之内与课堂之外的行为，课堂之内不再讲“知识”，课堂之外不再做“作业”，而是倒了过来，意即“翻转”。
1引言目前，各高校英语专业本科翻译课程的教学效果不甚理想，主要原因大致为学生语言基础较低、学生积极性不高、教学活动死板单一等等。
如何提高翻译教学的效果，便成了亟待解决的问题。
翻转课堂是指学生在课前利用教师制作的数字材料（音视频、电子教材等）自主学习课程，然后课堂上参与同伴和教师等互动活动（释疑、解惑、探究等）并完成练习的一种教学形态。
笔者尝试将基于微课的翻转课堂教学模式引入到英语专业的翻译课程教学中，以期提高学生的学习积极性以及翻译学习效果。
2综述翻转课堂起源于美国林地公园高中两名化学教师在2007年进行的试验性教学，而后随着美国可汗学院翻转课堂授课模式的推出，被人们广泛了解，并开始了深入的研究。
国外对于翻转课堂的研究起步较早，研究也比较深入细致，主要围绕以下几个方面展开：翻转课堂对学习动机和学生认知负荷的影响，学生在翻转课堂上的感受体验，翻转课堂上学生参与度，翻转课堂中的实施方法及建议，翻转课堂对培养学生自主学习能力的促进作用，翻转课堂对学生学习效果的影响。
我国对于翻转课堂的研究可以分为三大类别：引进介绍类研究，联系教学实践类研究，反思类研究。
引进介绍类研究大多处于该技术的萌芽期，国内学者对翻转课堂尚且不大了解，因而大多数研究是对翻转课堂教学理念的概括性介绍。
联系教学实践类研究大致处于期望膨胀期，实践与研究学者对翻转课堂教学理念有了清楚地了解和认识之后，试图将其运用到实际教学中去，探索其对教与学的效果的有益影响，其中包括将翻转课堂运用到中小学课堂教学中的尝试，将翻转课堂模式运用到高校课程教学当中的尝试；从研究的切入点来看，有从MOOC （幕课）的角度进行翻转课堂教学的研究，也有从微课的角度进行的研究[2]。
反思类研究是国内学者在期望膨胀过后的冷静思考。
最近一年多，涌现了大量将翻转课堂与大学英语教学相翻译课程翻转课堂教学模式研究Research on the Teaching Mode of Flipped Class of Translation Course李小艳，蒙苑宁，翟云超（华北理工大学外国语学院，天津300000）LI Xiao-yan,MENG Yuan-ning,ZHAI Yun-chao(Collegeof ForeignLanguages,NorthChinaUniversityof ScienceandTechnology,Tianjin300000,China)【摘要】目前，英语专业翻译课程的教学过程中多讲授、少操练，多介绍、少分析讨论。
《翻转课堂及其在大学英语教学中的应用》篇一一、引言随着信息技术的快速发展和教育教学改革的深入推进，翻转课堂作为一种新型的教学模式，逐渐受到教育界的广泛关注。
翻转课堂不仅改变了传统的教学结构，也为学生提供了更加灵活的学习方式。
本文将探讨翻转课堂的内涵、特点及其在大学英语教学中的应用，旨在为提高大学英语教学质量提供有益的参考。
二、翻转课堂的内涵及特点翻转课堂，又称为反转课堂或颠倒课堂，是指通过调整课堂内外的学习结构，将知识传授与知识内化的过程进行颠倒。
在这种教学模式下，学生利用课余时间观看教学视频、听讲座、阅读电子书等自主学习资源，进行知识的初步学习；在课堂上，学生则通过与教师、同学进行互动讨论、实践操作等方式，深化对知识的理解与掌握。
翻转课堂具有以下特点：一是教学视频短小精悍，有利于学生集中注意力；二是学生可以自主掌控学习进度，根据自身情况灵活安排学习时间；三是课堂上师生、生生的互动增加，有利于知识的内化和深化。
三、翻转课堂在大学英语教学中的应用大学英语作为高等教育的重要课程之一，其教学质量的提高对于培养学生的英语应用能力具有重要意义。
将翻转课堂应用于大学英语教学，可以有效提高学生的学习积极性和主动性，培养学生的自主学习能力。
1. 课前准备阶段在课前准备阶段，教师需要准备丰富多样的教学资源，如教学视频、课件、阅读材料等。
教学视频应短小精悍，突出重点难点，方便学生观看与学习。
同时，教师还需要布置一定的预习任务，引导学生进行自主学习。
学生则可以根据自身情况，合理安排学习时间，提前预习相关知识。
2. 课堂互动阶段在课堂互动阶段，教师可以根据学生的预习情况，有针对性地设计讨论话题和实践活动。
通过组织学生进行小组讨论、角色扮演、辩论等形式多样的互动活动，引导学生深入探讨问题，加深对知识的理解与掌握。
此外，教师还可以针对学生在自主学习过程中遇到的问题进行解答与指导，帮助学生解决学习中的困惑。
3. 课后巩固阶段在课后巩固阶段，教师需要布置一定量的作业和练习，以便学生进一步巩固所学知识。
初中英语教学外文文献以下是几篇关于初中英语教学的外文文献：1. Zhang, Y., & Chen, J. (2017). The application of task-based language teaching in junior high school English teaching. Journal of Language Teaching and Research, 8(4), 742-747.这篇文章探讨了任务型语言教学在初中英语教学中的应用。
作者重点介绍了任务型语言教学的基本原则和步骤，同时分析了应用该教学方法所面临的问题和挑战。
文章还提出了如何有效地应用任务型语言教学来促进初中英语教学的建议和措施。
2. Xie, C., & Shi, Y. (2016). Exploring CLT in junior high school English teaching. Theory and Practice in Language Studies, 6(11), 2251-2255.本文研究了交际语言教学在初中英语教学中的应用。
作者介绍了交际语言教学的基本原则和实施步骤，同时分析了该教学方法在初中英语教学中的优缺点。
文章还提出了如何优化CLT在初中英语教学中的应用方法。
3. Wu, J., & Dong, Y. (2018). Vocabulary learning strategies in juniorhigh school English teaching. International Journal of Language and Linguistics, 5(6), 324-329.这篇文章探讨了词汇学习策略在初中英语教学中的应用。
作者介绍了不同的词汇学习策略，并分析了这些策略的优缺点。
文章还提出了如何提高初中英语学习者的词汇学习效果的建议和措施。
第1篇Introduction:Flipped classroom teaching, also known as inverted classroom or blended learning, has gained popularity in recent years. This teaching method reverses the traditional classroom structure, where students acquire new content at home and engage in more interactive activities in the classroom. In this article, we will explore a practical application of flipped classroom teaching in English language learning, focusing on its benefits, challenges, and implementation strategies.I. Background and Objectives:The objective of this study is to investigate the effectiveness of flipped classroom teaching in English language learning. We aim to identify the benefits, challenges, and implementation strategies of this innovative teaching method. The study involves a group of 30 students in a university-level English course.II. Methodology:The study adopted a mixed-methods approach, combining quantitative and qualitative data collection techniques. The students were divided into two groups: the experimental group (n=15) and the control group (n=15). The experimental group followed the flipped classroom teaching approach, while the control group continued with the traditional teaching method.A. Flipped Classroom Teaching Approach:1. Pre-class assignment: Students were required to watch video lectures and complete related exercises at home before each class.2. In-class activities: The class focused on interactive activities, such as discussions, group projects, and individual presentations, based on the pre-class content.3. Assessment: Students were evaluated based on their participation inin-class activities, completion of pre-class assignments, and final exams.B. Traditional Teaching Method:1. Teacher-led lectures: The teacher delivered lectures on the subject matter.2. In-class exercises: Students completed exercises and activities in the classroom.3. Assessment: Students were evaluated based on their participation in in-class activities and final exams.III. Results:A. Benefits of Flipped Classroom Teaching:1. Improved student engagement: Students were more engaged in the learning process, as they could watch video lectures at their own pace and focus on understanding the content.2. Increased autonomy: Students developed a sense of autonomy, as they were responsible for their learning and could manage their time effectively.3. Enhanced collaboration: In-class activities promoted collaboration among students, as they worked together to complete tasks and discuss the pre-class content.4. Improved academic performance: Students in the experimental group showed better academic performance, as evidenced by higher scores in in-class activities and final exams.B. Challenges of Flipped Classroom Teaching:1. Time management: Students had to manage their time effectively to complete pre-class assignments, which required self-discipline and motivation.2. Technical issues: Some students faced difficulties in accessing the video lectures and completing online exercises due to technical issues.3. Teacher's role: Teachers had to adapt to their new role asfacilitators and guides, which required a different teaching approach and skills.IV. Implementation Strategies:A. Preparing students for flipped classroom teaching:1. Inform students about the flipped classroom approach and its benefits.2. Provide guidelines on time management and expectations.3. Offer technical support and resources to ensure smooth access to pre-class content.B. Teacher training and support:1. Conduct workshops and training sessions for teachers to develop their flipped classroom teaching skills.2. Provide ongoing support and feedback to teachers to help them overcome challenges and improve their teaching methods.C. Assessment and feedback:1. Use a variety of assessment methods to evaluate students' progress and understanding.2. Provide timely and constructive feedback to students to help them improve their learning.Conclusion:Flipped classroom teaching has proven to be an effective method for English language learning, offering several benefits such as improved student engagement, increased autonomy, and enhanced collaboration. However, the implementation of this teaching method requires careful planning, teacher training, and support. By addressing the challenges and adopting appropriate implementation strategies, educators can successfully integrate flipped classroom teaching into their English language courses, ultimately leading to better learning outcomes for students.第2篇Abstract:Flipped classroom teaching has become a popular teaching method in recent years, particularly in English language learning. This paper aims to present a case study of English flipped classroom teaching practice in a high school in China. The study focuses on the implementation process, challenges encountered, and the effectiveness of the flipped classroom approach in improving students' English proficiency. The findings indicate that the flipped classroom model is effective in enhancing students' engagement, motivation, and overall language skills.Introduction:The flipped classroom, also known as the inverted classroom, is an innovative teaching method that reverses the traditional educational structure. In this approach, students learn new content outside the classroom through videos, readings, or other digital resources, while class time is dedicated to practice, discussion, and individualized instruction. This paper presents a case study of English flipped classroom teaching practice in a high school in China, exploring the implementation process, challenges, and effectiveness of this approach.1. Implementation Process1.1 Preparing Learning ResourcesThe first step in implementing the flipped classroom approach is to prepare appropriate learning resources. In this case, teachers created video lectures, readings, and quizzes for students to watch and complete at home. These resources covered various English language topics, such as grammar, vocabulary, listening, and speaking skills.1.2 Designing Classroom ActivitiesTo make the most of class time, teachers designed activities that allowed students to practice and reinforce the concepts learned at home. These activities included group discussions, role-plays, presentations,and games. The activities were designed to be interactive and engaging, fostering a collaborative learning environment.1.3 Assessing Students' ProgressTo monitor students' progress and ensure that they are following the flipped classroom approach, teachers implemented various assessment methods. These included quizzes, homework assignments, and class participation. Additionally, teachers used online platforms to track students' engagement with the learning resources.2. Challenges Encountered2.1 Technical BarriersOne of the main challenges in implementing the flipped classroom approach was dealing with technical issues. Some students did not have access to computers or reliable internet connections, making itdifficult for them to access the learning resources. To address this, teachers provided alternative resources, such as printed materials and one-on-one assistance.2.2 Student EngagementAnother challenge was ensuring that students actively engaged with the learning resources and participated in class activities. To encourage student engagement, teachers incorporated multimedia elements into their video lectures, made the content relevant to students' lives, and offered incentives for completing assignments and participating in class discussions.2.3 Time ManagementStudents often struggled with managing their time effectively to complete the assigned tasks. To help students develop time management skills, teachers provided clear guidelines on how to allocate their time for learning and practice. Additionally, teachers offered support and guidance to help students stay on track.3. Effectiveness of the Flipped Classroom Approach3.1 Improved Engagement and MotivationThe flipped classroom approach significantly improved students' engagement and motivation. Students reported that they enjoyed learning new concepts at their own pace and found the class activities more interactive and engaging. As a result, attendance and participation rates increased.3.2 Enhanced Language SkillsThe flipped classroom approach also had a positive impact on students' language skills. Students demonstrated improved listening, speaking, reading, and writing skills. This was attributed to the fact that students spent more time practicing and applying the concepts learned at home, which allowed them to reinforce their knowledge and improve their proficiency.3.3 Teacher-Student RelationshipThe flipped classroom approach also strengthened the teacher-student relationship. Teachers were able to provide more individualizedattention to students, as they had more time during class to address their specific needs and concerns. This resulted in a more supportive and collaborative learning environment.Conclusion:This case study demonstrates the effectiveness of the flipped classroom approach in English language learning. The flipped classroom model has the potential to enhance students' engagement, motivation, and overall language skills. However, it is essential to address the challenges associated with technical barriers, student engagement, and time management to ensure the successful implementation of this approach. By incorporating flipped classroom teaching into their curriculum, educators can create a more dynamic and interactive learning environment that promotes student success in English language learning.第3篇Abstract:The flipped classroom model has gained significant attention in recent years as an innovative teaching approach that enhances student engagement and learning outcomes. This paper presents a practical case study of implementing the flipped classroom method in English language learning. It discusses the preparation, implementation, and evaluation stages of the flipped classroom, highlighting the challenges and successes encountered during the process.Introduction:The flipped classroom, also known as the inverted classroom or reverse instruction, is a teaching method that reverses the traditional lecture-and-homework model. In this approach, students watch instructional videos or complete readings at home, and class time is dedicated to activities that promote deeper understanding and application of the material. This paper aims to provide insights into the practical application of the flipped classroom model in English language learning, focusing on the experiences of a middle school English teacher.1. Preparation Stage1.1 Identifying Learning ObjectivesBefore implementing the flipped classroom, it is crucial to establish clear learning objectives. In this case, the objectives were to improve students' reading comprehension, vocabulary acquisition, and speaking skills.1.2 Designing Instructional MaterialsThe teacher designed a variety of instructional materials, including video lectures, reading assignments, and interactive online activities. These materials were tailored to cater to different learning styles and ensure that students could learn independently.1.3 Preparing for Class TimeTo maximize the benefits of flipped classroom, the teacher needed to plan engaging activities for class time. This involved creating group discussions, role-playing exercises, and project-based assignments thatallowed students to apply the concepts learned during the flipped lessons.2. Implementation Stage2.1 Introducing the Flipped Classroom ConceptAt the beginning of the course, the teacher introduced the flipped classroom concept to the students, explaining the rationale and benefits of this teaching approach. This helped students understand the expectations and prepare for the change in their learning process.2.2 Assigning Instructional MaterialsStudents were given access to the instructional materials through a learning management system (LMS). They were required to complete the assigned tasks before coming to class, ensuring that they were prepared for the activities.2.3 Facilitating Class TimeDuring class time, the teacher focused on facilitating activities that promoted deeper understanding and application of the material. This included group discussions, interactive games, and collaborative projects. The teacher also provided immediate feedback and support to students, addressing any misconceptions or difficulties they encountered.3. Evaluation Stage3.1 Formative AssessmentThe teacher used a variety of formative assessment methods to monitor students' progress. This included quizzes, oral presentations, and peer assessments. The feedback received from these assessments helped the teacher adjust the instructional materials and activities accordingly.3.2 Summative AssessmentAt the end of the course, a summative assessment was conducted to evaluate students' overall learning outcomes. This included a final exam, a project presentation, and a reflective essay. The results indicatedthat the flipped classroom approach had a positive impact on students' language proficiency.4. Challenges and Successes4.1 ChallengesThe flipped classroom approach presented several challenges, including:- Students' initial resistance to the change in learning process- Technical difficulties in accessing instructional materials- Time management issues for both teachers and students4.2 SuccessesDespite the challenges, the flipped classroom approach yielded several successes, including:- Increased student engagement and motivation- Improved reading comprehension and vocabulary acquisition- Enhanced speaking and listening skills- Positive feedback from students and parentsConclusion:This case study demonstrates the practical application of the flipped classroom model in English language learning. By focusing on the preparation, implementation, and evaluation stages, the teacher was able to create a supportive and interactive learning environment that improved students' language proficiency. Although challenges were encountered, the overall success of the flipped classroom approach highlights its potential as a valuable teaching tool in English language learning.Keywords: flipped classroom, English language learning, student engagement, learning outcomes, practical implementation。
翻转课堂在《大学公共医学英语》实践作者：李娟来源：《价值工程》2018年第04期摘要：翻转课堂进入我国五年的时间，很多教育专家认为，英语教师利用翻转课堂进行大学公共医学英语的教学实践，符合大班教学的具体实际，能够达到更好的效果。
本研究目的在于希望提升临床专业学生专业英语的语言应用能力，培养自主学习的能力。
Abstract： It is five years since the idea of flipped classroom has entered into China. Many educator believe， it is good for English teacher to apply flipped classroom in medical college English， based on current situation， which may arrive at a better achievement. This paper aims at improving students' application of speaking English， as well as cultivating the ability of self-study.关键词：翻转课堂；大学公共医学英语；自主学习Key words： flipped classroom；medical college english；self-learning中图分类号：G434 文献标识码：A 文章编号：1006-4311（2018）04-0252-020 引言随着科技的发展，使“翻转课堂”这一教学模式得以推广和普及。
这一新型的教学模式翻转了传统的课堂教学模式，使学生在实践中自主学习，感受自主学习的乐趣。
学生可以在课前通过国内优秀的教学视频学习新知识，进行高效的输入，课上与老师、同学之间辅导、讨论、答疑解惑，及时反馈，从而将内化后的知识有效的输出。
爱思唯尔数据库获取资料1.The experience of three flipped 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 flipped class—room approach has drawn much attention from both the research and practice communities。
Despite over fifteen years of flipped 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 flipped classroom across unique disciplines学科and to extract specific design principles. Three in-structors and 115 students enrolled in three separate classes in fall 2012 participated in the study。
Building upon the Revised Community of Inquiry Framework, we developed a flipped classroom design framework and identified 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 ofa flipped—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 “flipped—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 flipped-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 onthe homework; evaluation and feedback of the cranes submitted;a discussion on how to utilize class time for higher order complex assignments via a flipped-classroom approach；and individual, small—, and large—group reflection。
Twenty of 34 (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 flipped—classroom and 88% of the faculty stated that they would consider flipping one of their classes next year。
This well-received faculty development model successfully sensitized faculty to the flipped—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：In 2013，a cohort of public health students participated in a‘flipped' Environmental and Occupational Health course。
Content for the course was delivered through NextGenU。
org 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 andperceptions 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。
