I 摘要 新的课程改革对创业教育提出了新的要求，而翻转课堂教学模式正在风靡华夏高 校。翻转课堂的教学理念是否符合创业教育的学科特征，它的实施能否与创业教育改革 的思路相吻合，基于这两个基本问题以创业教育中的“撰写商业计划书”为例，对其进 行了翻转课堂的教学设计，该设计分为三个环节，一是创业教育翻转课堂教学设计的前 期分析，这主要包括中职创业教育教学环境分析、中职创业教育教学学情分析和“撰写 商业计划书”教学单元分析。二是“撰写商业计划书”课前知识传授阶段教学设计，这 主要包括教学资料的搜集、音频或视频等微课的设计、课前学习效果的评价设计和课前 教学策略设计等。三是“撰写商业计划书”课堂知识内化阶段教学设计，主要包括探究 问题的设计、学习方法的选取和教学活动的设计等设计完成之后，笔者在河北省 NZ 职 业技术学院中专部学前教育专业二年级 3 班进行了实验。通过与对照班撰写商业计划书 成绩的对比，以及在分析实验班的调查问卷、访谈提纲的基础上，得出如下结论，第一， 广大师生非常认可翻转课堂教学模式，承认翻转课堂教学可以让学生掌握更多的知识和 技能，提高学生的成绩和提高自己的教学水平。第二，在进行翻转课堂教学内容的设计 时，注意系统性、科学性和合理性；制定学习任务单时，围绕教学任务展开，体现重点 和难点，体现差异性和层次性；制定或选择教学视频时注意兴趣性、知识讲解的透彻性。 第三，在进行翻转课堂教学活动的设计时，注意学生的参与的积极性；在设计探究式活 动时，问题的设计能够引起学生的共鸣，组建的协作团队的成员间注意互补性；同时教 师要注意提高自己驾驭课堂的能力。在设计教师归纳总结活动时，凸显重点，脉络清楚， 有逻辑性。在设计学习评价活动时，制定好评价的标准和原则，要求教师和学生具备“空 杯心态”，对事不对人。 关键词 创业教育 翻转课堂 教学设计 商业计划书Abstract II Abstract The new curriculum reform puts forward new requirements for the entrepreneurship education, and the flipped classroom teaching mode is sweeping the Chinese Universities. Does the teaching concept of turn over the classroom conform to the disciplinary characteristics of entrepreneurship educationCan it be implemented in line with the ideas of entrepreneurship education reformWith the above problems on the basis of flipped classroom related information, to entrepreneurship education written business plan as an example, carries on the teaching design of the flipped classroom, and in the second grade professional technical department of preschool education in Hebei province Career Technical College NZ class 3 (of which 3 classes, a total of 40 students, set for the experimental class, the flip classroom teaching mode) in the experiment. With the control class (Class 2, the second grade Hebei NZ Career Technical College Polytechnic Department of preschool education in a total of 41 people, continue to use the traditional teaching mode) compared to writing a business plan performance, and in the analysis of the experimental class questionnaire, interview outline based on the conclusion. First, the majority of teachers and students are very convinced that the flip classroom teaching model, admitted that flip classroom teaching allows students to master more knowledge and skills, improve students' results. However, turning over the classroom is a new teaching mode after all. It needs a process for both the teachers and the students. Especially for some old teachers, it is necessary to speed up the pace of change thinking, so as to adapt to the new teaching mode more quickly.Second, we should pay attention to systematicness, scientificalness and rationality when we design the content of classroom teaching. In setting up the task list, we should start with the teaching task, reflect the key and difficult points, and make the difference and hierarchy of the system. In the formulation and choice of teaching video should pay attention to the interest and thorough knowledge to explain. Especially the inquiry design, to realize students' feedback problem is important, but should focus on the class teaching tasks, difficulties and focus, bartering.Third, we should pay attention to the enthusiasm of students'Abstract III participation in the design of classroom teaching activities. In the design of inquiry activities, the design of the problem should arouse the students' sympathy, and the members of the cooperative team should pay attention to complementarity. At the same time, teachers should pay attention to improve their ability to control the classroom. In the design of teacher summed up activities, to highlight the focus, context is clear, logical. In the design of learning evaluation activities, to develop evaluation criteria and principles, requirements of teachers and students have the empty cup mentality, on the wrong things. Key words Enterprise Education Flipped Classroom Instructional Design Business Plan目 录 IV 目 录 第 1 章 绪 论........................................................................................................................1 1.1 选题背景.................................................................................................................... 1 1.1.1 “新课改”对创业教育提出新要求.............................................................. 1 1.1.2 翻转课堂的教学理念符合创业教育的学科特征.......................................... 2 1.1.3 实施翻转课堂教学与创业教育改革的思路相吻合...................................... 3 1.2 研究目的与意义........................................................................................................ 3 1.2.1 研究目的.......................................................................................................... 3 1.2.2 研究意义.......................................................................................................... 4 1.2.3 研究内容.......................................................................................................... 4 1.3 相关研究成果综述.................................................................................................... 4 1.3.1 国外研究现状.................................................................................................. 4 1.3.2 国内研究现状.................................................................................................. 6 第 2 章 翻转课堂教学设计相关与理论................................................................................8 2.1 相关概念的界定........................................................................................................ 8 2.1.1 翻转课堂的基本内涵...................................................................................... 8 2.1.2 教学设计的科学内涵...................................................................................... 8 2.2 翻转课堂教学设计的理论基础................................................................................ 9 2.2.1 建构主义学习理论.......................................................................................... 9 2.2.2 布卢姆掌握学习理论.................................................................................... 10 2.3 翻转课堂教学设计的基本原则.............................................................................. 11 2.3.1 坚持以学生为中心性原则............................................................................ 11 2.3.2 注重课堂互动性原则.................................................................................... 12 2.3.3 遵循“授人以渔”的原则............................................................................ 12 第 3 章 “撰写商业计划书”翻转课堂教学设计与实施..................................................14 3.1 创业教育翻转课堂教学设计的前期分析.............................................................. 14 3.1.1 中职创业教育教学环境分析........................................................................ 14目 录 V 3.1.2 中职创业教育教学学情分析........................................................................ 14 3.1.3 “撰写商业计划书”教学单元分析............................................................ 15 3.2 “撰写商业计划书”课前知识传授阶段教学设计.............................................. 16 3.2.1 教学资料的搜集............................................................................................ 16 3.2.2 音频或视频等微课的设计............................................................................ 16 3.2.3 课前学习效果评价的设计............................................................................ 17 3.2.4 课前教学策略的设计.................................................................................... 17 3.3 “撰写商业计划书”课堂知识内化阶段教学设计.............................................. 22 3.3.1 探究问题的设计............................................................................................ 22 3.3.2 学习方法的选取............................................................................................ 22 3.3.3 活动的设计.................................................................................................... 23 3.4 “撰写商业计划书”翻转课堂的实施.................................................................. 27 第 4 章 创业教育翻转课堂教学设计应用结果分析与整改措施......................................28 4.1 创业教育翻转课堂教学设计应用结果分析.......................................................... 28 4.1.1 学生撰写商业计划书成绩分析.................................................................... 28 4.1.2 实验班学生调查问卷分析............................................................................ 30 4.1.3 教师访谈实录分析........................................................................................ 36 4.2 创业教育翻转课堂教学设计存在的问题及整改措施.......................................... 38 4.2.1 教学课前教学设计存在的问题及整改措施................................................ 38 4.2.2 教学课堂教学设计存在的问题及整改措施................................................ 39 结 语......................................................................................................................................41