Wang Tianchong
Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China.
Res Pract Technol Enhanc Learn. 2017;12(1):6. doi: 10.1186/s41039-017-0047-7. Epub 2017 Jan 25.
Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer's first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014-2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers' capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.
近年来，翻转课堂教学已成为教育领域的一项重要趋势，但要说服一些教师采用这种新方法仍面临重大挑战。本文从埃特默提出的变革一阶和二阶障碍的视角出发，呈现了一项始于了解香港公立中学采用翻转课堂障碍的研究。通过对香港中学教师进行开放式民意调查的问卷收集到的数据以及他们附带的评论和反馈显示，一阶和二阶障碍都在阻碍他们将翻转课堂融入教学实践。虽然一阶障碍正通过学校和政府的举措得到解决，但作为能力建设最切实可行的方法之一，在2014 - 2015学年全年提供了教师专业发展计划作为战略干预措施。基于收到的反馈，讨论了有效教师能力建设的一些特性，并给出了一系列促使教师接受翻转课堂的建议。
