Book Review: Flipped Learning: A Guide for Higher Education Faculty
Book Review: Flipped Learning: A Guide for Higher Education Faculty
复制标题
书评：翻转学习：高等教育教师指南
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
K. Hale
中科院分区：
文献类型：
--
作者：
K. Hale
罗伯特·塔尔伯特（Robert Talbert）的《翻转学习：高等教育教师指南》（2017）一书为使用翻转学习方法设计课程提供了坚实的基础。Talbert是美国大峡谷州立大学的数学教授和助理系主任，他写了这本书来分享翻转学习设计的有效实践，这些实践是他通过自己和他人的试验、错误和研究发现的。塔尔伯特的目的是提供一个理解翻转学习的意义和有效实施这种教学方法的路线图。这篇评论包括对文本的描述，与类似重点教学资源的比较，以及为什么这本书是语言教师和口译/翻译教师推荐阅读的优秀补充的解释。塔尔伯特通过描述该方法的基础，提供了一个学习的概念性框架，该方法基于一系列经过充分研究的有效教学/学习实践，而不是基于对大学课程中什么有效的直觉。其基本原理是自我决定理论、认知负荷理论和自我调节学习框架。Talbert还讨论了向后设计和集成课程设计作为框架，可以与翻转学习方法一起使用。通过文中的解释和例子，读者可以很容易地理解这种方法与传统的“作业和家庭作业”模式的不同之处。塔尔伯特的听众是高等院校的教学人员，而不是中小学教师或研讨会提供者。
The book Flipped Learning: A Guide for Higher Education Faculty by Robert Talbert (2017) provides a solid foundation for designing a course by using a flipped learning approach. Talbert, a mathematics professor and assistant department chair at Grand Valley State University, wrote this book to share effective practices in flipped learning design that he uncovered through trial, error, and research, both his and others’. Talbert’s aim is to provide an understanding of what is meant by flipped learning and a roadmap to effectively implement this pedagogical approach. This review includes a description of the text, a comparison with similarly focused instructional resources, and an explanation of why this book is an excellent addition to the recommended readings of language instructors and interpretation/translation instructors. Talbert provides a conceptual framework of learning by describing the foundation for the approach, which is based on a collection of well-researched effective teaching/learning practices, not on a hunch about what will work well in a college course. The foundational principles are self-determination theory, cognitive load theory and the framework of self-regulated learning . Talbert also discusses backward design and integrated course design as frameworks that can be used alongside the flipped learning approach. With the explanations and examples in the text, reader can easily grasp how this approach differs from the traditional “assignments and homework” model. Talbert’s audience is tertiary teaching staff, not elementary and secondary teachers or workshop providers.