The Flipped Classroom预习翻译.doc

The Flipped Classroom1. BackgroundFive years ago, in the shadow of Colorados Pikes Peak, veteran Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams stumbled onto an idea. Struggling to find the time to reteach lessons for absent students, they plunked down $50, bought software that allowed them to record and annotate(ntet注释) lessons, and posted them online. Absent students appreciated the opportunity to see what they missed. But, surprisingly, so did students who hadnt missed class. They, too, used the online material, mostly to review and reinforce classroom lessons. And, soon, Bergmann and Sams realized they had the opportunity to radically rethink how they used class time.Its called “the flipped classroom.” While there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance concepts（推进概念）, and engage in collaborative learning. Most importantly, all aspects of instruction can be rethought to best maximize the scarcest （不足的）learning resourcetime.2. HowFlipped classroom teachers almost universally agree that its not the instructional videos on their own（独立地）, but how they are integrated into an overall approach, that makes the difference. In his classes, Bergmann says, students cant just “watch the video and be done with it.” He checks their notes and requires each student to come to class with a question. And, while he says it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query （询问）individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions.3. When we should use?Our response is that not all material is suitable to be taught through a video lesson. If you have something for the students to work through that does not require direct instruction through a video, then do not make a video. We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.4. The Flipped Classroom is NOT:A synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.About replacing teachers with videos.An online course. Students working without structure.Students spending the entire class staring at a computer screen.Students working in isolation. The Flipped Classroom IS:A means to INCREASE interaction and personalized contact time between students and teachers.An environment where students take responsibility for their own learning. A classroom where the teacher is not the sage on the stage, but the guide on the side.A blending of direct instruction with constructivist learning.A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, dont get left behind.A class where content is permanently archived for review or remediation.A class where all students are engaged in their learning.A place where all students can get a personalized education.翻译：翻转课堂1. 背景五年前,在科罗拉多州的派克峰的影子，经验丰富的森林公园高中化学教师乔纳森伯格曼和亚伦sam想到了一个好主意。很难找到时间去再教课缺席的学生，他们花了50美元,买软件一个允许他们记录和注释(ntet)课程并把它们发布在网上的课程。缺席的学生感谢能有机会看到他们错过的课。但是,令人惊讶的是,对于以前没有错过课程的学生。他们也使用在线材料,主要是审查和加强课堂经验。很快,伯格曼和山姆意识到他们有机会从根本上重新思考如何利用课堂时间。它叫做“翻转教室。“虽然没有一个模型,核心思想是翻转常见的教学方法:使用老师创造的视频和互动课程,是以前发生在课堂的学习可以在家里获取，在上课之前。教室成为解决问题的工作场所,推进概念,并参与合作学习。最重要的是,可以重新思考教学的各个方面已达到最好的最大化最稀缺的学习资源时间。2. 如何翻转课堂教师普遍认为这不是自己教学视频(独立地)，但他们是如何集成到一个整体的方法,使不同。伯格曼说，在他的课，学生不能只是“观看视频并完成它。“他检查他们的笔记,要求每个学生带一个问题来上课。尽管他说学生需要一段时间适应这个系统,随着时间的推移他看到他们问更好的问题和更深入地思考内容。翻转课堂后,伯格曼说,他可以更容易地查询(询问)个别学生,探究误解科学概念,澄清不正确的观念。3. 我们应该用什么时候?我们的回答是,并不是所有的材料（课程）都是适合通过视频教被教授。如果你有某一件事让学生跟着视频去做但是没有直接的指令,那么就不要使用视频。我们永远不应该使用工具(在本例中为一个视频)只是为了使用工具;我们应该使用这个工具,因为它在一个特定的工作是正确的工具。4. 翻转课堂不是:l 在线视频的同义词。当大多数人听到翻转课堂都会想到视频。发生在面对面的时候的互动和有意义的学习活动是最重要的。l 用视频代替老师。l 一个在线课程。l 学生工作没有组织。l 学生花了学习整个