张 昕1 陈 羽2 张铭锐1 闫志明1
（1.鲁东大学 教育科学学院，山东 烟台 264000；2. 鲁东大学 初等教育学院，
山东 烟台 264000）
【摘 要】翻转课堂从引入我国至今面临诸多挑战，实施效果不仅受教师专业能力、课时安排等外在因素影响，还
受学生学习动机等内在因素制约。本文以提升学生学习动机为旨趣，构建一种翻转课堂“广域多重联动双螺旋”模式，
优化、设计翻转课堂的组织形式与教学活动。首先，本文创新翻转课堂实施场域划分方式，回归“自学”与“互学”颠
倒的本质；其次，搭建表征教师“教”与学生“学”两过程的双螺旋基本结构，释解其中多要素、多重交互的价值和方
式；最后，设计面向动机提升的教与学的活动，关照多种方式对学习动机的促进作用。在此基础上，本文采用混合研究
方法对该模式进行验证，证明该模式能够显著提高学生学业成绩与学习动机，且师生具有良好的课程体验。通过进一步
分析表明，翻转课堂中学生学习动机提升很大程度上与其自主感、冲突感、价值感的满足与体验密不可分，由此凸显在
翻转课堂中学生自主选择学习任务、体验新旧知识冲突、进行分享与讨论的关键价值，为提高翻转课堂实效提供参考。
【关键词】翻转课堂；广域多重联动双螺旋模式；学习动机；学习空间
Wide Area Multiple Interaction Double Helix: A New Flipped Classroom Model for Improving Students’
Learning Motivation
ZHANG Xin1
, CHEN Yu2, ZHANG Mingrui1
and YAN Zhiming1
(1.School of Educational Science, Ludong University, Yantai 264000, China; 2. School of Elementary Educaton, Ludong University, Yantai 264000, China)
Abstract: Flipped classroom, since being introduced into China, has faced many challenges. Not only its implementation effect being
affected by external factors such as teachers’ professional ability and the course arrangement, but also being restricted by internal factors such as students’ learning motivation. In order to improve students’learning motivation, this article constructs a flipped classroom
“Wide Area Multiple Interaction Double Helix”model, by optimizing and designing its organizational form and teaching activities.
Firstly, it innovates the field division of flipped classroom, and recalls the essence of “independent learning” and “interactive learning”. Secondly, it constructs the basic structure of double helix which represents teaching process and the learning process, and explains
the value and mode of multi-element and multi-interaction. Finally, motivation-oriented teaching and learning activities are designed
for learning motivation promotion in various ways. On this basis, this article uses a mixed method research to verify the model. Results
show that this model significantly improve students’ academic performance and learning motivation, while teachers and students have
good teaching and learning experience. Further analysis reveals that students’ motivation improvement in flipped classroom is inseparable from the satisfaction and experience of autonomy, conflict and value. This highlights the key value of students choosing their own
learning tasks, experiencing the conflict between old and new knowledge, sharing and discussing in flipped classrooms. It is expected to
provide a reference for improving effectiveness of flipped classrooms.
Keywords: flipped classroom; wide area multiple interaction double helix model; learning motivation; learning space
下载： 
广域多重联动双螺旋：面向学习动机提升的翻转课堂新模式.pdf
