翻转的教室被教师感知甚至实践的方式有时是近似的。例如,虽然新冠肺炎疫情推动许多大学采用远程学习,在这种情况下,翻转教室经常被称为解决方案。这种诱因使翻转教室和远程学习之间存在混淆,这可能对学生和老师有害。此外,对于新来的老师来说,开始一种新的教学实践,如翻转课堂,可能是令人生畏和耗时的。由于这些原因,本文旨在分享一些实施翻转课堂的技巧,生物学和生物化学的例子。根据我们的经验,也根据当前的科学文献,我们围绕三个阶段构建这些建议:准备,实施,和后续行动。在准备阶段,我们建议尽早计划在课堂上和课堂外倒转时间,但也要明确地说,以及识别(或可选地创建)资源供学生自主学习。在实施阶段,我们建议(i)明确获取知识并培养学生的自主性;(ii)在课堂上探索主动学习;(iii)发展合作和分享技能;(iv)区分教学实践以适应学生的需求。最后,在后续阶段,我们建议(i)评估学生的学习和教学环境;(ii)照顾后勤和老师的姿势;(iii)记录翻转的教室,(四)分享教学经验。
The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid-19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow-up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students\' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow-up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher\'s posture; (iii) document the flipped classroom, and (iv) share the teaching experience.