نوع مقاله : پژوهشی

نویسندگان

دانشگاه اصفهان

چکیده

هدف اصلی این پژوهش، تبیین چارچوب نظری مفهوم کلاس معکوس و پاسخ به این سؤال است که رویکرد کلاس معکوس که ادعای فراگیر محوری و یادگیری فعال دارد، چگونه به چالش مدیریت زمان در کلاس درس و تسهیل یادگیری فراگیر محور و فعال پاسخ می‌دهد؟ برای دست‌یابی به این هدف از روش مرور نظام‌مند و تحلیل مفهومی بهره گرفته شد. نتایج نشان داد هر یک از مؤلفه‌های اساسی کلاس معکوس دربرگیرنده عناصری می‌باشند. به‌طور نمونه، مؤلفه آموزش داخل کلاس درس شامل نظریه‌های یادگیری فراگیر محور و فعالیت‌های تعاملی و مؤلفه آموزش خارج از کلاس درس شامل تئوری‌های یادگیری مدرس محور و آموزش مستقیم می‌شوند. کلاس معکوس با انتقال سخنرانی به خارج از کلاس درس و اختصاص زمان کلاس به بهبود درک فراگیران و فعالیت‌های یادگیری جهت درک عمیق‌تر مفاهیم درسی و رفع اشکال به چالش‌های مذکور پاسخ می‌دهد. علاوه براین، فعالیت‌های یادگیری فراگیر محور شامل یادگیری فعال، یادگیری از طریق همتایان، یادگیری همیارانه، یادگیری حل مسئله و یادگیری مشارکتی می‌شوند که همسو با شواهد نظری کلاس معکوس می‌باشند.

کلیدواژه‌ها

عنوان مقاله [English]

A Theoretical Framework of Flipped Classroom: Drawing Pointers for Learner-Centered Learning

نویسندگان [English]

  • hasan kaviani
  • mohamad javad liaghatdar
  • bi bi eshrat zamani
  • yasamin abedini

isfahan

چکیده [English]

The main aim of the present study is to explain the theoretical framework of the concept of the flipped classroom approach and to answer the question that how theflipped classroom approach, which is a pivotal and active learning claim, responds to the challenge of time management in classrooms and facilitates pivotal and active learning. To achieve this goal, systematic review and conceptual analysis methods were employed. The results indicated that each of the basic components of the flipped classroom approach consists of elements comprising the component of instructions inside classrooms, covering learner-centered learning theories and interactive activities, and the component of instructions outside classrooms, including teacher-centered learning theories and direct learning. In addition, the flipped classrooms responds with the transfer of lectures outside the classrooms and the allocation of class time to improve learners' understanding and learning activities for better understanding the lesson concepts and meet the aforementioned challenges. Moreover, the learner-centered learning activities include active learning, peer learning, cooperative learning, problem-solving learning, and participatory learning, which was consistent with theoretical evidence of the flipped classroom approach.

کلیدواژه‌ها [English]

  • flipped classroom
  • Learner-centered learning
  • Constructivism
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