【作 者】：
曹 梅， 马 悦
【关 键 词 】：
翻转课堂； 深层次学习； 问题生成； 教学交互； 教学策略
【栏 目】：
课程与教学
【中文摘要】：
课前先学的质量是翻转课堂教学面临的最大挑战之一。课前自主学习虽定位在低阶目标达成，但从学习过程参与的视角来看，依然有深层次的认知参与的特征。基于交互理论和学生提问的认知功能，研究构建了一种鼓励学生先学阶段提问的问题生成策略，并开展应用研究，发现该策略能够促进学生更深地卷入到认知过程之中，表现为元认知、问题意识、学习行为投入度等方面的明显提升，并有助于促进学生认知目标达成度的提高。研究认为，问题生成策略的内在原理在于有效促进了学生与学习资源的信息交互与概念交互，促进了学生的思维卷入和深度学习的发生，其本质是一种主动学习。研究进一步深化了对深层次学习的认识，并建议关注学生问题库这一生成性资源的价值。
【英文摘要】：
The quality of pre-class learning is one of the biggest challenges of flipped classroom teaching. Although self-directed learning before class is targeted at achieving the lower-order goal, it is still characterized by deep cognitive engagement from the perspective of learning process participation. Based on the interaction theory and the cognitive function of students' questioning, this study builds a question-generating strategy to encourage students to ask questions during the pre-learning phase and then an applied research is carried out. It is found that the strategy can be used to promote students' deeper involvement in cognitive process, as evidenced by a significant increase in metacognition, problem awareness, and engagement in learning behaviors, and to help promote the achievement of students' cognitive goals. According to the study, the intrinsic principle of the problem generation strategy lies in effectively promoting the information interaction and conceptual interaction between students and learning resources, promoting the thinking involvement of students and the occurrence of deep learning, the essence of which is a kind of active learning. This study further deepens the understanding of deep learning and suggests that we should focus on the value of student question banks as a generative resource.