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Since the 1980s, human society has increasingly entered the information age, driven by information technology represented by multimedia, computers, and the Internet. In the information environment, the educational concept, teaching objects, teaching objectives, teaching mode, teaching process, and media means of school education have undergone tremendous changes. The core of this change is the innovation of the teaching model, which is based on the class-based teaching system, emphasizing knowledge transfer, and the knowledge transfer mode of teaching and learning gradually giving way to the problem-based center based on the information environment. Inquiry mode.
In the past ten years, the idea of ​​flipping classrooms (translated from flippedclassroom or invertedclassroom, also translated as reversing classrooms and reversing classrooms) has been accepted by more and more schools in North America and has gradually developed into a wave of education and teaching reform. tide. Especially in the past two years, "Wall Street News", transferred to the classroom to give enthusiastic attention and positive reports. Compared with the flipping classroom, which has become a hot topic in the field of education in North America, there are relatively few domestic concerns about flipping classrooms. Currently, only Zhang Yueguo et al. (2012), Sang Xinmin et al. (2012), Zeng Yi (2012), and Zhang Jinlei et al. 2012) A systematic introduction or review of the flipping classroom. To turn the classroom from the practice exploration of a few researchers to an innovative teaching theory in the information environment, we must first provide a practical instructional design pattern, transform the old classroom and obtain better teaching results. . In view of this, this paper tends to regard the flipping classroom as a teaching design theory that subverts the traditional teaching process in the information environment.
The development and evolution of instructional design is based on the teaching theory, based on the characteristics of the teaching object (specific learners), organizes teaching content and teaching resources, designs teaching activities and learning environment, and ultimately supports learners to effectively achieve learning goals. System activity.
Teaching design aims to solve practical teaching problems and is a bridge connecting teaching theory with teaching practice.
Form: From a simple linear process to a complex open system The early teaching design pattern has obvious linear characteristics of analysis, design, development, implementation, evaluation and other stages. This is clearly reflected in the Dick-Kerry mode, the ADDIE mode, the ASSURE mode, and the effective instructional design model. Although the Kemp model is presented in a ring form, it can be designed without a linear structure, but the Kemp model is still carried out in a closed system inside the teaching. The new generation of teaching design model not only focuses on the analysis of learners and teaching content, but also designs and develops learning resources, and pays more attention to creating problem situations and providing external information in an open environment by means of information technology such as the Internet and effective communication mechanisms. Resource and intellectual support.
Content: From knowledge transfer to support learning activities, focusing on knowledge-centered early instruction design is concerned with knowledge transfer strategies. Specific to teaching activities is what teachers should teach, what students learn, and how teachers teach. How do students learn. Regardless of the detailed analysis of Robert Gagne's learning conditions, design from the knowledge unit (Gao Ruili, 2003). The constructivist learning environment theory, the flipping classroom theory, and the mixed learning theory put the learner's learning activities at the center, and create a resource environment and operational mechanism that is conducive to exploring problems, constructing knowledge and improving capabilities around the learner's learning activities.
Overturning the classroom perspective Since the 21st century, the new generation of information technology, constructivism and macro-social education system theory, and the international open education resource movement have provided the technical environment, the concept of change and the open resources for the education and teaching reform in the information environment. It has played an important role in promoting the generation and rapid development of the flip classroom.
(1) The background and origin of the flipping classroom is the first generation of information technology represented by mobile internet, internet of things and cloud computing. It not only has a great impetus to the reform of the education and teaching system, but also the generation of innovative teaching mode. Provides ubiquitous, convenient and fast technical support. Second is the influence of constructivist theory and macro social education system theory. The theory of constructivism is not repeated here. The theory of macro-social education system was proposed by Banath and Reigeluth, and advocated focusing on social transformation and its profound impact on education. To solve educational problems, we must look at the whole social system to think and seek. The solution goes beyond the limitations of operating only within the educational teaching system. The third is the promotion of the international open education resource movement. In 2001, the Massachusetts Institute of Technology (MIT) launched the OpenCourseWare Project (OCW), which kicked off the opening of the OpenEducational Resource (OER) campaign (Jiao Jianli et al., 2011). In recent years, the popular university video open class, Khan Academy, and TED video, which are popular all over the world, have become an important part of the information age learning ecosystem, providing innovative ideas for the design, development, sharing and application of the curriculum.
As early as the early 19th century, General Sylvanus Thayer tried at the West Point Military Academy to allow engineering students to use relevant materials to prepare for the core content of the lectures before class. In class, classroom activities focused on students' learning preparation combined with critical thinking. Train and conduct group-based problem-solving interactions, rather than focusing on teachers. But this approach has not attracted attention and promoted. It seems that the reasons are not related to the lack of technical means and related resources (Zeng Wei, 2012). The Flip Class as a concept was clarified in the magazine and published two articles in this area. Baker (2000) also published an article on related topics at the 11th International Conference on University Teaching in Jacksonville, Florida. In these articles, the flipping classroom ("invertedclassroom" or "classroomflip") was presented as an independent concept. Around 2010, Salman Khan, the founder of the Colorado Forest Park High School Khan Academy, became a leader in the practice of flipping classrooms. They are used to "flippedclassroom"
The influence of the term is now more on the so-called flipping classroom. In the information environment, the curriculum teachers provide learning resources with teaching videos as the main form. Students complete the viewing and learning of teaching resources such as teaching videos before class. Students in the classroom to complete a new teaching model of homework, questioning, collaborative inquiry and interactive communication.
Compared with the traditional teaching mode, the flipping classroom has the following characteristics: Firstly, from the perspective of the teaching process, the flipping classroom subverts the teaching process of “teacher teaching + student homeworkâ€. Traditional teaching usually includes two stages: knowledge transfer and knowledge internalization: in the knowledge transfer stage, the teacher completes the explanation of the course content in the class, the students complete the acceptance and preliminary understanding of the course content; in the knowledge internalization stage, the students are Under the course, use the knowledge you have learned to complete homework and practice, and strengthen the deep understanding of knowledge. Flipping the classroom puts the process of knowledge transfer under the class, the students complete the self-learning of the course content before class; the process of internalizing the knowledge is placed in the class, most of the time is used for the students' homework questions, the group's Collaborative inquiry and in-depth communication between teachers and students.
Secondly, from the perspective of the role of teachers and students, in the traditional classroom, teachers are the owners and disseminators of knowledge, and students are usually in the passive acceptance of knowledge.
In the flipping classroom, the role of the teacher is transformed from the "actor" and "sage" originally taught on the podium to the "director" of the teaching activity and the "coach" around the student, while the student is passively accepted by the original audience. "Transformed into a proactive participant in teaching activities." Students have more freedom in the teaching process, but teachers are not allowed to let themselves go, but in the case that the overall progress has been fixed, students can arrange the learning process according to their actual situation. Flipping the classroom helps to achieve student-centered teaching and self-directed learning.
Again from the perspective of teaching resources, short and precise teaching videos (also known as "micro-courses" are the most important part of flipping classroom teaching resources.
The teaching video is usually for a specific theme, and the length is maintained at about 10 minutes. Through the media player, various functions such as pause and playback can be realized, which is convenient for students to take notes and think during the learning process, which is beneficial to students' autonomy. Learn. Watching the instructional videos under the class makes the learning atmosphere easier, and students don't have to be as nervous as they are in class, worrying about missing. Students can also communicate with teachers and peers on the Internet to ask for help when they encounter problems. Another advantage of teaching video is that it is easy for students to review and consolidate after a period of study.
Finally, from the perspective of the teaching environment, the flip classroom integrates offline classrooms and cyberspace through a comprehensive learning management system (LMS). As the basic platform for implementing the flip classroom teaching, the learning management system can help the curriculum teachers to effectively organize and present the teaching resources, dynamically record the students' learning process information, and timely understand the students' learning situation and difficulties encountered, and then can make more Targeted counseling; expanding the interactive communication in the classroom to the cyberspace, the time and effect of teacher-student interaction will be greatly increased; students rely on the learning management system to easily establish a learning community and collaborative learning tasks.
(III) Research progress and practice cases of flipping classrooms With the continuous deepening of classroom teaching practice, the research related to flipping classrooms is increasing. In 2011, based on years of experience in flipping classroom teaching, Jonathan Bergman and Aaron Sams published the monograph "Flip Your Class: Always Benefit Every Student in the Class" (FlipYourClassroom: 60 ReachEveryStudentinEveryClassEveryDay). In the book, Jonathan Bergman and Aaron Sams share their practical experience and theoretical summary of the flipping classroom with their readers through their own personal experiences. The book has been recommended by the country.
The current research on flipping classrooms involves different disciplines such as economics, mathematics, and mechanical engineering. The main topics focus on the teaching design and implementation strategies of flipping classrooms, the concept and general characteristics of flipping classrooms, and the comparative study of flipping classrooms and traditional classrooms. . The main comparative object in the study of flipping classrooms is the traditional classroom. The two have great differences in teacher roles, student roles, teaching organization, classroom content, technical application, and evaluation methods. In the flipping classroom, the teacher is no longer just the instructor of the course content, but more becomes the instructor and facilitator of the learning process; the student changes from the passive content recipient to the main body of the learning activity; the teaching organization forms from the classroom Teaching lectures + completing homework after class" is transformed into counseling and discussion and discussion and communication; the role of technology is to provide convenient learning resources and interactive tools for independent learning and collaborative inquiry; the evaluation method presents multiple levels and multiple dimensions. Most of the existing research results support that flipping classrooms are better than traditional classrooms, but some studies have shown that flipping classrooms fail to achieve the desired results. The following two cases are used to present the effect of the flipping classroom.
The University of Miami "Microeconomics" flips the classroom. The flipping class includes two stages before and during the class: before the class, the students must first watch the instructional videos, and then conduct the guided homework exercises; in the class, the students must quickly complete a small number of tests, and then solve the problem. To complete the internalization of knowledge, and finally to summarize and feedback.
The "reverse" teaching illustration shown in the figure, and pointed out that there are three key steps in the "reverse" teaching: learning before watching the video, discussing and asking questions; learning while watching the video, finding answers based on the questions; applying and solving the problem Learning, in-depth questions to explore.
Zhang Jinlei et al. (2012) constructed the flipping classroom teaching model as shown in the typist based on the tectonic learning model and the systematic teaching design theory based on the tuppet classroom structure model of Talbert (2011).
The teaching model includes two parts: pre-school study and classroom study. In these two processes, information technology and activity learning are two powerful levers for flipping the classroom learning environment. The support of information technology and the smooth development of learning activities ensure the construction and generation of a personalized collaborative learning environment.
In the teaching preparation stage, the teacher has to complete the teaching design work for the flipping classroom. Teaching design is mainly based on the analysis of teaching objectives, teaching objects (student) and teaching content (teaching), production of course content (PPT courseware, teaching video, test question bank, etc.), design teaching activities (thematic tasks, grouping mechanism, activity guide) , evaluation gauges, etc.) and the teaching environment (teaching equipment, online platforms, network resources, etc.). The teaching preparation stage is the cornerstone of the reversal of classroom teaching, which determines the smooth progress of follow-up learning.
After all the teaching preparation activities are in place, enter the memory understanding stage. The memory understanding phase takes place under the class. Under the guidance of the teacher, students can initially complete the memory and understanding of the course content by watching video courseware, participating in online courses, retrieving network resources, and conducting self-test exercises. The content of memory mainly includes three categories: specific knowledge, including knowledge of terminology and specific facts, also known as conceptual knowledge and factual knowledge; procedural knowledge, that is, knowledge of ways and means of dealing with specific things; metacognitive knowledge, ie Knowledge of common principles and abstract concepts in the field of learning. Take the example of “buoyancy theorem†for students. Specific knowledge includes conceptual knowledge – knowing what buoyancy is, how it is produced, and how the formula is derived; factual knowledge – such as measuring buoyancy – requires knowing the volume of liquid that is drained Knowledge of mass, liquid density, etc.; procedural knowledge is the public that uses buoyancy theorem; metacognitive knowledge—determine what kind of memory and understanding to use to memorize and understand the theorem. Memory is the lowest level of cognitive learning outcomes. Understanding can generally be done in three forms: transformation, interpretation, and inference. For example, transformation is to organize the content and knowledge conveyed by words that they feel meaningful; interpretation is to explain and explain the information exchanged, such as using their own words to define the understanding of buoyancy theorem; inference is through the current Knowledge to speculate on the future. Understanding is the transcendence of simple memory and represents a higher level of cognitive learning outcomes.
At this stage, students have a preliminary understanding of the buoyancy theorem with video.
In the application analysis stage, students apply and analyze the knowledge acquired in the previous stage through self-learning activities such as homework exercises, group projects, and reflections. Application refers to the application of acquired knowledge to new problem situations, including the application of concepts, rules, methods, laws, and theories. For example, students can understand how buoyancy is produced. Under other conditions, the change in liquid density causes changes in buoyancy; the mass of the known object, the volume of liquid discharged, and the density of the liquid, students can use the buoyancy formula to calculate buoyancy. . Analysis is the decomposition of complex knowledge in order to clarify the relevant levels of various concepts, or to clarify the relationship between the various concepts expressed. Analysis represents a higher level of cognition than application because it understands both the content of the material and its structure. For example, when using the buoyancy theorem, students know which conditions are essential for solving the buoyancy problem; when solving the buoyancy problem, which formula is most convenient and the student chooses a plan to solve the buoyancy problem to determine whether it is The level of understanding is consistent. The internalization of knowledge is completed in the application analysis phase.
In the flipping classroom, the comprehensive evaluation phase is a foothold and an essential step. The comprehensive evaluation stage is a consideration of the students' memory understanding stage and the application analysis stage. From this, the shortage of the teaching preparation stage can also be found. At this stage, students through the personal tell, study report, self-evaluation, small "reverse" teaching circle flip classroom teaching horizontal type in the flip classroom teaching, students are the main body of learning activities, teachers are the organizers of learning activities, participants And promoters. In the existing flipping classroom model, the student's learning activities are generally regarded as the main line, and the viewing of the teaching video is regarded as the starting point, which fully reflects the thoughts centered on the learner's learning and the characteristics of flipping the classroom teaching and learning "flip". . But flipping the classroom is a bilateral interaction process consisting of the teacher's teaching and the student's school, over-emphasizing "learning" and ignoring "teaching".
It is easy to go from one extreme to the other. Inspired by the concept of “Tai Chi School†proposed by Sang Xinmin et al. (2012), this paper combines the idea of ​​flipping classroom, the Taiji thought in Chinese traditional culture, and Benjamin Bloom's cognitive domain classification theory. Modeling and constructing a Tai Chi-ring flip classroom model is shown.
Group reviews and other activities exchange and evaluate the learning process and learning outcomes. The purpose of the synthesis is to integrate the various elements and components into a whole, such as combining the various learning and thinking activities that take place under the class, and presenting them with unique reports or challenging tasks. The action plan or outlines an abstract relationship. It emphasizes creativity and the need to create new models or structures. For example, in the process of learning the buoyancy theorem, the students analyze and summarize the cases related to the buoyancy and buoyancy, and apply the content learned to solve the problems in the real situation. Evaluation here refers to the ability to judge the value of a material, including value judgments based on the intrinsic standards of the material (eg, organization) or external criteria (eg, appropriateness of purpose). This is the highest level of cognitive learning outcomes. In addition, in the comprehensive evaluation stage, in the process of presenting the individual's understanding of knowledge, the teacher and other students will evaluate it according to the individual's understanding of knowledge, so as to gradually improve the individual's knowledge internalization process in the constant communication collision. .
Finally, it should be noted that although the flipping classroom does not have to operate in an information-based environment, the information-based teaching environment provides a rich teaching resource and a comprehensive interactive form for flipping the classroom, which can fully mobilize students than the traditional teaching environment. The enthusiasm and initiative of learning. As students are increasingly shifting from digital immigrants to digital aborigines, flipping classrooms must consider the intra-campus resources in the school environment, and consider integrating cloud resources in a social environment.
Conclusion Whether the flipping classroom or the traditional classroom, the basic process is the teaching interaction process around the problem situation. The Taiji ring model proposed in this paper can well reflect the relationship between "teaching" and "learning" teaching, harmonious and mutual transformation, and provide a theory for the practice of flipping classrooms under the Chinese native culture background. However, unfortunately, this article does not introduce the practical application case of the Tai Chi ring flip classroom mode. In the following work, we will implement the Taiji ring model according to the idea of ​​gradual improvement of design research, see how effective it is, and continuously improve according to the practice feedback to form a more reliable and effective mode. Looking forward to the practical revision, we can propose a more complete flip classroom model to share with the academic community.