suit students need 

not replacement of teacher

active teacher

video:flexibility 

extend students experience

just one tool 

bottom up 

not easy 

play learning

use video as 

in class, deal with questions get students into struggle. 

maximize the communication during class between teacher and students 

elementary school: what information can I stop repeat again and again. 

how we access information, how we create information 

haohao

SDDL模型 staged self-directed learning Gerald Grow 1991

学习目标矩阵Bloom

将被动听讲变成交互性在线学习

课堂上教师主导协作学习

预习、自学、研习

复习、作业、考试

以学习为中心

个性化学习，针对性教学，翻转是因为技术发展

学理依据：布鲁姆提出的：掌握学习理论

微课与翻转和慕课的区别

微课：为学生定制的学习资源

翻转：是混合学习的实践模式

mooc：是课程授受体系的变革

翻转课堂和微课教学的理据：

learning theories

退教还学

教学设计 科学技术

use class time for social activities

Issues with the Flipped Classroom

Little /No Access to Materials

Students Don't Do their Part

Teachers Don't Do their Part

Time Commitment

1 stop lecture, produce video

2 shift to individual  learning space

3  How we exercise ,share and create information

翻转课堂：知识的讲授移到课外， 作业的分析、讨论、完成放到课堂上来。课前学生通过教学视频自学知识，知识传递；课堂上老师进行面对面辅导，答疑解惑；课后任务型学习，知识探究。翻转后，学生能更多的参与课堂，可以自定步调学习，可按需复看视频；教师节省了讲课时间，更了解学生需求，更有效师生交互。翻转课堂的依据：学理依据 Mastery Learning(1968,Bloom);ICT Development(技术可能)Network,Muitimedia and Mobile device.

传统课堂：知识的讲授和学习在课堂上，预习和作业的完成在课外。课前预习，知识准备；课堂上老师讲解知识，知识传递；课后学生完成作业，巩固所学知识，知识内化。