六月 9, 2020

英国论文代写:翻转课堂的好处和挑战

本篇英国论文代写:翻转课堂的好处和挑战是一篇有英国论文时论文代写平台提供的范文。

英国论文代写:翻转课堂的好处和挑战

有人认为,翻转学习的方法不能被认为是一个定义的模型,而可以被认为是教师利用不同的工具来满足学生的个人需求所得到的结果。这可以被认为是一个有效的观察。翻转课堂的模式似乎并没有消除授课或其他直接教学来源(Talley, 2013)。这样做的结果是,为了最大化教学花费在每个学生身上的时间的价值,将课堂教学从小组学习的空间中移除,学生开始花更多的时间与他人相处。如果课堂是翻转的,它有助于提供更多的时间来解决学生的每一个需求,同时提高更积极参与的学习范围,而不牺牲大量的材料是覆盖(Wilson, 2013)。

英国论文代写:翻转课堂的好处和挑战

不可否认的事实是,翻转学习模式不能被认为是促进良好教学的唯一途径。然而,有效的教学可能会以一种更好的方式得以实现,同时在翻转课堂中更加充分地准备。有几个其他的问题已经被提出,关于谁愿意使用苏格拉底的方法来吸引学生与课堂上提供的材料。这些教师认为,翻转课堂似乎牺牲了实际的教学,以增加学生之间的合作机会,以及由学生主导和产生的活动(Enfield, 2013)。

英国论文代写:翻转课堂的好处和挑战

然而,Marshall(2013)指出,在翻转学习模式中,教师起着主要的幕后领导作用。简而言之,教师将在过程中和课堂上进行评估、提供反馈和观察,引导学习者的思维,尽量采用苏格拉底式教学法。按照Marshall(2013)的说法,这种变化可能是最显著的优势,即教学具有自发性,这对学习者来说很重要,可能不是计划好的。除此之外,学习者自己将填写这三个角色,同时在课堂上互相观察和提供反馈,并进行学习评估(McDonald & Smith, 2013)。

英国论文代写:翻转课堂的好处和挑战

It has been argued by some that the approach of flipped learning cannot be considered as a defined model, but instead, can be considered as the result obtained by the teachers in the utilization of different tool for meeting individual needs of students. This can be deemed as a valid observation. The model of flipped classroom does not seem to be eliminating the lectures or other sources of direct instruction (Talley, 2013). This ends up removing lectures from the space of group learning for maximizing the value of time spent by teach on every student and students start spending more time with one another. If a classroom is flipped, it helps in providing more time in addressing each and every need of students, while enhancing the scope of more engaged and active learning, without the amount of material being sacrificed that is under coverage (Wilson, 2013).

英国论文代写:翻转课堂的好处和挑战
There is no denial in the fact that the model of flipped learning cannot be considered as the only way of facilitating good teaching. However, effective teaching may be enabled in a better manner, while flourishing more readiness across the flipped classrooms. Several other concerns have been raised in context with who are willing to utilize the Socratic Method for engaging students with the material as provided in the class. The belief of these teachers is that a flipped classroom seems to be sacrificing actual instruction for increasing the opportunities of collaboration among students, along with activities led and generated by the students (Enfield, 2013).

英国论文代写:翻转课堂的好处和挑战
However, it had been pointed out by Marshall (2013) that in the model of flipped learning, teachers play a major role of leading from behind. In simple words, the teacher will be engaging in assessment, feedback provision and observation in the process and in the class, guiding the thinking of learners considering the most of the Socratic Method. The variation, perhaps the most significant advantage, as per Marshall (2013) is that there is spontaneity of instruction, which is significant for the learners and may not be planned out. In addition to this, themselves, the learners will be filling out the three roles, while observing and providing feedback to one another in the class, and conducting an assessment of learning (McDonald & Smith, 2013).

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