翻转课堂告别了传统课堂教学以师为主的教学方式,实践了建构主义学习理论。其学习过程不是学生被动地接受知识,而是积极主动地建构知识,使得“学生是学习主体”的理念得到充分体现,学生更具有兴趣和动机。翻转课堂教育理念的转变和教育时空的变革为学生自主学习、深度学习提供了可能,同时又给翻转课堂中的问题设计提出了更高要求。一、基于学习目标微观化设计问题在翻转课堂中,知识的传授一般由教师提供的教学视频来完成。高质量的课程开发与有效的课前学习监 Flip classroom farewell to the traditional classroom teaching teacher-oriented teaching, practice Constructivism learning theory. The learning process is not students passively accept knowledge, but rather proactively construct knowledge, making the “student is the main body of learning, ” the idea is fully reflected, students are more interested and motivated. The change of the concept of overturning classroom education and the change of educational space-time provide the possibility for students to learn independently and deeply, and put forward higher requirements for the design of the questions in the overturning classroom. First, the micro-based design goals Learning Objectives In the flip class, the imparting of knowledge is generally provided by the teacher to complete the teaching video. High quality curriculum development and effective pre-school learning supervisor