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翻转课堂是提高教学质量的一种新的教学模式。本文分析了目前化工原理实验教学中存在的问题,构建了化工原理实验翻转课堂的实施流程,激发了学生自主学习兴趣,培养了学生的创新思维,弥补了传统实验教学的不足,提高了化工原理实验的教学效果。 相似文献
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为了深化学术型硕士教育体系改革,将多媒体技术和翻转课堂,有机地融入到了《环境催化原理及应用》的课堂教学过程中,以课程的教学现状为基础,以多媒体技术和翻转课堂的特点为手段,对课程教学内容和教学模式进行了重新设计.从学生课堂表现和教学效果可以看出,提高了学生的学习积极性和学习效果. 相似文献
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近年来,国内学者对翻转课堂的相关研究主要集中在翻转课堂的阐述介绍和教学模式探究等方面,很少从实践的角度进行探究。笔者对北京石油化工学院的大学英语课程进行了翻转课堂教学实践,并针对出现的问题进行了反思和再实践;根据学生的英语水平和学习能力调整翻转课堂的实践模式,重新定位师生角色,有针对性地完善课前视频材料,摸索出了切实可行的翻转课堂实施步骤和学习模式。“翻转课堂”给大学英语教学带来了实效,提高了学生的英语综合应用能力。 相似文献
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翻转课堂对于传统课堂而言是一场颠覆性的变革,它创建了新的教学流程教学理念、教学模式及师生关系,本文根据四种类型的中学化学实验设计出不同的学习任务单,每一种类型的实验都有与之对应的教学方法,并遵循翻转课堂课前学习资源准备、课前自主学习、课堂活动和反馈三个环节。 相似文献
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有机化学是高职院校的重点教学内容之一,随着新课改的不断推进,翻转课堂教学模式应运而生,得到了广泛地关注。基于此,阐述了翻转课堂的内涵,分析了有机化学教学中翻转课堂应用意义,介绍了有机化学教学中翻转课堂实施步骤,并分别从对学习资源展开合理化设计、高效组织课堂活动以及注重课后的拓展训练与学习评价等方面,提出有机化学教学中翻转课堂的应用策略。 相似文献
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新冠状病毒肺炎疫情期间,政府组织大家有序防疫。学生不能够及时到教室上课,以机械CAD/CAM课程为例,对理实一体化课程信息化做了教学策略,运用翻转课堂,成功实现目标。经对比发现,翻转课堂按时到课率和学生在课堂中的积极性以及对知识点的掌握比在校教学效果好,证明了理实一体化课程可应用于翻转课堂教学,机械CAD/CAM课程翻转课堂教学策略也对理实一体化信息化教学提供了参考。 相似文献
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Two core courses have been given for several years to senior chemical engineering undergraduate students in flipped format, combining pre-class online preparation by the students, “class meetings” with the lecturer, and “active tutorials,” in which groups of students solve exercises. In 2020/21, the COVID-19 lockdown imposed online teaching of these courses to the 54 enrolled students. The objective of work presented in this paper is to explore the impact of the remote flipped classroom design on students' learning experience and achievements, in comparison to the regular flipped class in which only the first preparation phase was online. Because the course was taught completely online, a plethora of data was for the first time made available to support a thorough study of the course teaching protocol, including data from Panopto Analytics®, Zoom and Moodle logs, extensive self-report surveys, as well as actual learning outcomes (exam results). Statistical analyses including multivariate regression were performed to determine which factors most affect learning outcomes. The student surveys indicate that of the three class steps, the “active tutorial” gives students the most confidence in their mastery. Furthermore, analysis indicates that active students think that they benefit more than do passive students, as reflected by both self-reporting and final exam performances. The importance of underlying ability, as indicated by the GPA is a principal conclusion from the regression model, which also identifies attendance of “active tutorials” as a dominant positive effect on exam grades. Two important conclusions of our work are that the online and face-to-face versions of our flipped approach achieve indistinguishable learning outcomes and that students’ perceived confidence in their mastery is highest after the active tutorial. 相似文献
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Transport Phenomena is a core subject in Chemical Engineering studies. Its fundamentals need significant effort to be understood. Furthermore, students must apply theory to solve practical engineering problems, and it is usually problem resolution which has the largest weight in course assessment. However, due to the high amount of theory that must be covered in Transport Phenomena courses, usually little classroom time is reserved for practice and problem-solving skills are not worked in class. This constitutes a serious misalignment between learning activities, expected outcomes and evaluation. In this article, we propose the flipped classroom as a suitable methodology to solve this issue. As a pilot study, we flipped one unit of the Transport Phenomena course of the Bachelor’s Degree in Chemical Engineering. Theory was provided through whiteboard animated video before the classroom sessions. Classroom time was mainly dedicated to participative discussion and problem solving in small groups. Satisfaction questionnaires were used to monitor student perception of learning quality before and after the methodology update. Student judgement on the interest of the subject and the value of the learnt concepts boosted about 20% on average with the flipped classroom. Around 70% of the surveyed students reported that the new methodology increased their motivation and that it helped them to learn both theory and practice. These results indicate that the flipped classroom is suitable for highly-technical classes with a large amount of complex theory, and it helps in the understanding and application of such theory. 相似文献