钟 璐1 孙丽娜2,3
（1.北京师范大学 教育学部教育技术学院，北京 100875；2.东北师范大学 信息科学与技术学院，吉林 长春 130117；3.东北石油大学 计算机与信息技术学院，黑龙江 大庆 163318）
【摘 要】基于扎根理论的质性研究方法，对翻转课堂参与学生进行半结构化访谈，探讨翻转课堂中影响学生学习投入的因素，构建出相应模型，进而为翻转课堂的开展提出建议。通过对14名学生的访谈文本进行分析，构建了以“课前”“课中”“课后”为主线的理论模型。结果发现，学生认为翻转课堂课前的安排会更大程度地影响整节课的投入度，并且课中的小组合作以及教师行为对于翻转课堂的推进至关重要，另外在学生看来评价机制则是目前翻转课堂比较欠缺的环节。
【关键词】翻转课堂；学习投入；扎根理论
Qualitative Investigation on Student Engagement in A Flipped Classroom
ZHONG Lu1 and SUN Lina2,3
(1.Shcool of Educational Technology, Beijing Normal University, Beijing 100875,China；2.School of Information Science and Technology, Northeast Normal University, Changchun 130117, China;3.School of Computer and Information Technology, Northeast Petroleum University, Daqing 163318, China)
Abstract：Based on qualitative research method of grounded theory, this article conducts semi-structured interviews on students who are involved in the flipped classroom, studies factors affecting students’ learning engagement, and constructs corresponding models to propose suggestions for the development of flipped classroom. After analyzing interview texts of 14 students, this study constructs a theoretical model with “pre-class”, “in-class” and “after-school” as the main line. It has been found that students believe pre-classroom arrangement will affect the engagement of the whole lesson to a much greater extent, and that group collaboration and teacher behavior are crucial to flipped classroom during the lesson. Meanwhile, from the students’ point of view the evaluation mechanism is considered as a weak link in the current development of flipped classrooms.
Keywords：flipped classroom; student engagement; grounded theory
下载：
翻转课堂中学习投入影响因素的质性研究.pdf
