跟上时代发展的步伐——从深层次的视角探讨信息技术与课程的整合.ppt

In the spring of 2007, Jonathan Bergmann and Aaron Sams, two science teachers at Woodland Park High School in Woodland Park Colorado, USA, decided to record their lectures and assign them as homework to their students, who would watch them online or on DVD, and then do the practice exercises (which used to be ‘homework’) in class with their teachers’ support. They first called their experiment Pre-Vodcasting model, ?from video podcasts, and then Reverse Instruction, and only much later, in 2010, Karl Fink set up a blog about the Flipped Classroom and Dan Pink used the term Flipped Class in his blog. The idea has since spread throughout the USA and the world. * Why Flipped Classrooms Are Here to Stay By Jonathan Bergmann and Aaron Sams Through much of our respective teaching careers, we had often been frustrated with students not being able to apply the content from our lectures to their work and daily lives. Then one day, after a combined 26 years in classrooms, we had an insight that would change our world. It was a simple observation: The time when students really need educators to be physically present is when they get stuck on homework questions and need individual help. They dont need the teacher in the room to talk at them and give them information; they can receive that knowledge and content on their own. We asked ourselves, What if we prerecorded our lectures and students viewed the videos as part of their homework, and then we used the class period to help students with the concepts they didnt understand? Thus, our flipped classrooms were born. How Our Flipped Classrooms Operate We began using the flipped classroom model in 2006, while we were both teaching chemistry at Woodland Park High School in Colorado. Our students were on a block schedule, meaning they had 95 minutes of class time every other day. Every other night our students watched one of our videos—either online, from a flash drive, or on DVD—as homework and took n