彭云, 王琦, 何国毅, 陈龙胜. 基于翻转课堂理念的“飞机总体设计”课堂教学初探[J]. 南昌航空大学学报(自然科学版), 2019, 33(1): 102-105. DOI: 10.3969/j.issn.1001-4926.2019.01.017
引用本文: 彭云, 王琦, 何国毅, 陈龙胜. 基于翻转课堂理念的“飞机总体设计”课堂教学初探[J]. 南昌航空大学学报(自然科学版), 2019, 33(1): 102-105. DOI: 10.3969/j.issn.1001-4926.2019.01.017
Yun PENG, Qi WANG, Guo-yi HE, Long-sheng CHEN. The Study on “Aircraft Overall Design” Course Teaching Based on the Concept of Flipped Classroom[J]. Journal of nanchang hangkong university(Natural science edition), 2019, 33(1): 102-105. DOI: 10.3969/j.issn.1001-4926.2019.01.017
Citation: Yun PENG, Qi WANG, Guo-yi HE, Long-sheng CHEN. The Study on “Aircraft Overall Design” Course Teaching Based on the Concept of Flipped Classroom[J]. Journal of nanchang hangkong university(Natural science edition), 2019, 33(1): 102-105. DOI: 10.3969/j.issn.1001-4926.2019.01.017

基于翻转课堂理念的“飞机总体设计”课堂教学初探

The Study on “Aircraft Overall Design” Course Teaching Based on the Concept of Flipped Classroom

  • 摘要: 针对传统课堂教学存在的问题,结合“飞机总体设计”课程涉及专业面广,难以讲深讲透的问题,采用翻转课堂方式进行教学,通过课前预习、课堂互动和课后巩固等环节,将由老师讲授为主导变为由学生交流、讨论和老师点评结合的教学形式,可以提高学生的学习主动性,锻炼学生收集、归纳和总结资料的能力,以及学生的协作和讲解能力,同时,也对教师提出了更高的要求。实践表明,采用翻转课堂进行教学可有效提高学生的学习积极性,调动了学生的学习兴趣,对学生专业课程的教学有积极的推动作用,但对教师等的要求也随之提高。

     

    Abstract: For the problems existing in traditional class teaching, combined with " Aircraft Overall Design” course covers a wide range of professional side, and it’s difficult to talk about the issue thoroughly publicize the deep. Using flip class approach to course teaching, through the styles of the pre-class preparation, the students interaction and the after-school consolidation, it will be changed the teaching style to the form of composing of student communication, discussion and teacher comments, and the flap-class approach will be also enhanced student learning initiative, ability to exercise students to collect and summarize information, student collaboration and the ability to explain, at the same time, this approach also put forward higher requirements for teachers. At the same time, higher demands are placed on teachers. Practice shows that, using flip class teaching can improve students’ enthusiasm, mobilizing the students’ interest and it played a positive role in promoting students’ professional courses.

     

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