【作 者】：
李彤彤， 庞 丽， 王志军
【关 键 词 】：
翻转课堂； 学习效果； 元分析
【栏 目】：
课程与教学
【中文摘要】：
当前众多教育实践者对翻转课堂如何影响学生学习效果的结论并未达成一致，为进一步探究翻转课堂对学习效果的影响，文章采用元分析方法对37项翻转课堂实验和准实验研究进行了系统定量分析。研究发现：随机效应模型显示合并效应值为0.373，且达到统计显著水平，说明翻转课堂对提高学生学习效果具有中等程度的积极影响；翻转课堂对不同学科学习效果的影响不存在显著性差异；翻转课堂对不同学段学习效果的影响不存在显著性差异，但对小学生的作用稍弱；翻转课堂对不同知识类型学习效果的影响存在显著性差异，对实践类知识的学习有很好的促进作用，而对理论类知识学习的影响较小。由此，翻转课堂在应用过程中需要根据不同学习对象和知识类型的特点进行有针对性的设计，小学阶段以及理论类知识的教学暂时不宜过多采用翻转课堂教学。
【英文摘要】：
Currently, many educational practitioners do not agree on how flipped classroom affects students' learning effect. In order to further explore the impact of flipped classroom on students' learning effect, this paper conducts a quantitative analysis of 37 flipped classroom experimental and quasi-experimental studies systematically by means of meta-analysis method. The study finds that the random effect model shows that the combined effect is 0.373, reaching the statistical significance level, which indicates that flipped classroom has moderate positive effect on improving students' learning effect. There is no significant difference in the effect of flipped classroom on the learning effect of different subjects and stages, but the effect on primary school students is weaker. Significant differences in the effect on learning outcomes among different knowledge types have been found, and specifically, the flipped instruction is good for the study of practical knowledge, but has less influence on theoretical knowledge learning. Therefore, in the application of flipped classroom, it is necessary to pay attention to the characteristics of different learning objects and types of knowledge, and flipped classroom teaching cannot be used too much in primary school and the teaching of theoretical knowledge.