翻转课堂教学在我国中小学得到了越来越多的重视与应用。但是到底什么是“翻转”？不同类型“翻转”的有效性究竟如何？这直接影响到如何设计和利用翻转课堂来进行教学。当前，很多人在实践翻转课堂的过程中仍拘泥于流程的翻转，或将“翻转”理解为布鲁姆认知目标的翻转，无法帮助辨别各类“翻转”模式的有效性。国外新出现的“翻转学习”已经将“翻转”的内涵进一步深化，从流程翻转到学习内容、学习目标的翻转，旨在最大化地利用面对面的教学时间，创建以学习者为中心的学习环境，最终聚焦于对深度学习的促进。从教学结构序列的角度对基于“翻转”的教学创新与其他典型的课堂教学创新实践进行对比分析，发现塔尔伯特（Talbert）式翻转课堂模式仍是传统的“高低”型教学结构序列，而马萨来姆（Musallam）式翻转课堂模式则采用“低高低”型教学结构序列，既翻转了传统课堂中的师生地位，又翻转了传统的教学结构序列，从而真正有效地促进深度学习。%Flipped classroom has become increasingly popular in elementary and secondary schools in China. However, what is flipped on earth? What is the efficacy of different types of “flipping”? These questions will directly affect the design and implemen-tation of flipped classroom. Most practitioners are still constrained by the flipping of learning procedure or just take flipped classroom as the flipping of learning objectives. Such viewpoints can hardly help identify the efficacy of “flipping”. The emerging “flipped learning” has deepened the concept of “flipping”: from flipping the learning procedure to learning contents and learning objectives.“Flipping” aims to optimize the face-to-face time, create student-centered learning environment and ultimately focus on the promo-tion of deep learning. Based on the comparison between flipping based teaching innovations and other typical innovative practices from the perspective of sequences of pedagogical structure, it is found that Talbert ’s flipped classroom model still belongs to tradition-al “High-Low” structure, whereas Musallam ’s flipped classroom model, on the contrary, flips not only the teacher-student status in traditional classroom, but also the traditional instructional structure. Therefore Musallam ’s flipped classroom model has the potential to enhance deep learning effectively.
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