【作 者】：
鲍 宇， 李希妍， 赵玉钧， 张爱娟， 张艳群
【关 键 词 】：
翻转课堂； 教学比较模型； 个性化跟踪； 教师指导时间； SPSS
【栏 目】：
课程与教学
【中文摘要】：
翻转课堂的本土化过程并不是一帆风顺的。文章从资源构建、课堂教学和评价方式上，利用结构方程模型，与美国教学实施情况对比，发现翻转课堂的教学效果与教师时间分配、课堂组织、资源制作能力、学生主动性和评价方法具有密切相关性，表现为：（1）教师指导时间合理分配，能有效提高教学效果；（2）学生的课堂参与度与教学效果正相关。据此，基于前期研究的信息化工具，跟踪和记录学生个体的学习过程，利用学生个性化数据，辅助教师掌握学生个体状况；基于Pearson相关性进行分析，验证了对教师时间分配和学生参与课堂的教学方法优化可以提高教学效果。另外，结果显示，创新能力与教学效果存在间接的相关性，需要提高学习知识的深度来促进创新性培养。
【英文摘要】：
The localization of flipped classroom is not always smooth. From resource construction of classroom teaching and evaluation, by using structural equation model and comparing with the implementation of flipped classroom teaching in America, this paper finds that the teaching effect of flipped classroom is closely related to teachers' time allocation, classroom organization, resource production ability, students' initiative and evaluation method. In detail, it is manifested that (1) reasonable allocation of teachers' guidance time can effectively improve the teaching effect; (2) Student's classroom participation is positively correlated with teaching effect. Therefore, based on the information tools of the previous research, students' learning process is tracked and recorded, and those personalized data can help teachers to grasp the individual status of students. Moreover, based on the analysis of Pearson correlation, it is verified that the optimization of teachers' time allocation and students' participation in class can improve the teaching effect. In addition, the results show that there is an indirect correlation between innovative ability and the teaching effect, and it is necessary to improve the depth of knowledge to promote innovation.