卡尔斯鲁厄大学的倒置教室-一个没有量化的翻转
Inverted Classroom an der Hochschule Karlsruhe - ein nicht quantisierter Flip
摘要：
什么时候一个球场算“反转”？当第一次面对一种新的教学方法时，刻意的讲座可能想在不放弃既定方法的优点的情况下对其进行测试。实验结束后，他们必须评估新系统对教师和学生的额外好处。考虑到讲师的工作量很大，第三方的帮助可能有助于在过渡期间对结果进行客观评估。在德国卡尔斯鲁厄技术与经济学院应用科学大学，由德国联邦教育与研究部（BMBF）资助的滑冰项目提供个人技术和教学建议。这包括实际帮助开发，实施和测试创新的讲座形式，如倒置课堂方法（也称为翻转课堂）。当该大学的教授们表示他们对这种方法感兴趣时，就启动了关于其实施和评估的各种教学项目。主要的重点是适应的方法，以个人的需要和教授，课程和学生的愿望。一个渐进的讲座转型的几个例子。
英文摘要：
When does a course count as 'inverted'? When first faced with a new teaching method, deliberate lectures may want to test it without abandoning the advantages of the established method. Aftes the experiment they have to evaluate additional benefits of the new system for teacher and student. Considering the high workload of lecturers, the help of a third party may be useful to obtain an objective assessment of the results during such a transition. At the University of Applied Sciences 'Hochschule Karlsruhe - Technik und Wirtschaft' in Germany, the SKATING project, funded by the German Federal Ministry of Education and Research (BMBF), offers among other things individual technical and didactic advice. This includes practical help with the development, implementation and testing of innovative lecture formats like the Inverted Classroom Method (also known as flipped class). When Professors at the University stated their interest in this approach, varying teaching projects on its implementation and evaluation were initiated. The main focus was the adaption of the method to the individual needs and wishes of professors, course and students. Several examples of a gradual lecture transformation are presented.
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