Application of Large-Scale Cognitive Social Networks Based on Cooperative Transmission Mechanisms in Exploration of Flipped Classroom Teaching Strategy

With the deepening of the research on flipped classroom teaching theory, the flipped classroom teaching model has gradually been applied to classroom teaching at all levels and types of schools, and some beneficial results and experiences have been obtained. Due to the relatively low self-learning ability and motivation level of students, in the implementation of flipped classrooms, the quality of preclass self-study links is difficult to guarantee, resulting in unsatisfactory results of flipped classroom teaching in secondary vocational schools. This article aims to solve the current dilemma faced by the optimization of the flipped classroom teaching mode of programming courses by studying the course platform based on the flipped classroom teaching model. The source-destination node distribution is constructed with a model based on node affinity to restore the actual network node distribution architecture. The change in the distribution of source-destination nodes has led to different degrees of aggregation in the overall data flow of the network. After that, the capacity and delay performance of the primary network and the secondary network will change as the degree of data flow aggregation changes. By laying base stations in the main network, we reanalyzed the network. Through the comprehensive analysis of students’ learning status through the scores of students in class and the test situation after class, we modify the specific teaching plan of flipped classroom. Experiments have proved that the in-class flipping model we proposed effectively avoids the inherent shortcomings of students who are not strong in autonomous learning before class, solves the problem that secondary vocational students cannot do well in autonomous learning before class, and improves students to a certain extent. The results show that the flipped classroom teaching model in class can provide more powerful value for vocational teaching to achieve this goal.

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Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

English Language Teaching ◽

10.5539/elt.v13n6p13 ◽

2020 ◽

Vol 13 (6) ◽

pp. 13

Author(s):

Yanxia Du

Keyword(s):

College Students ◽

Flipped Classroom ◽

Autonomous Learning ◽

Learning Ability ◽

Self Management ◽

Classroom Teaching ◽

Teaching Model ◽

College English ◽

Management Learning ◽

Self Learning

Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

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College English Flipped Classroom Teaching Model Based on Big Data and Deep Neural Networks

Scientific Programming ◽

10.1155/2021/9918433 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Heli Chang

Keyword(s):

College Students ◽

Flipped Classroom ◽

Deep Neural Networks ◽

Autonomous Learning ◽

Learning Ability ◽

Classroom Teaching ◽

Teaching Model ◽

Traditional Teaching ◽

Teaching Mode ◽

College English

With the rapid development of information technology, flipped classroom as a new type of mixed teaching mode relying on computer technology has changed the traditional teaching mode and formed a teaching process of “learning first and teaching later,” and it has been used in many fields of teaching. Flipped classroom reverses the sequence of traditional teaching knowledge transfer and knowledge internalization and improves students’ autonomy. However, it is still in the exploratory stage of the specific impact of the flipped classroom teaching model on college students’ English autonomous learning ability. Therefore, this article proposes a novel college English flipped classroom teaching model based on big data and deep neural networks. The study has selected a total of 230 students in two classes of the second-year English major of a university as the research objects. Data are utilized to investigate the changes of the two groups of students’ English autonomous learning ability and English academic performance, to explore the specific changes of college students’ English autonomous learning ability and its influencing factors through interviews, and to predict and effectively analyze the weight of influencing factors through the deep neural network. This research enriches the theoretical research results of college students’ English autonomous learning ability under the flipped classroom teaching model, provides reference for the cultivation of college students’ English autonomous learning ability, and has certain reference significance for the optimization of the flipped classroom teaching model. The proposed research will support researchers and practitioners at college and university level.

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An Experimental Study of Flipped Classroom English Teaching Based on Autonomous Learning Theory

Journal of Educational Theory and Management ◽

10.26549/jetm.v2i1.685 ◽

2018 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Min Yao

Keyword(s):

Learning Theory ◽

Flipped Classroom ◽

Autonomous Learning ◽

Learning Ability ◽

Classroom Teaching ◽

English Learning ◽

Positive Role ◽

Learning Abilities ◽

College English ◽

Experimental Data Analysis

In order to improve students' English autonomous learning abilities, the study applied the ﬂipped classroom teaching model based on autonomous learning theory. According to the experimental data analysis and the survey, it is found that ﬂipped classroom teaching plays a more positive role in cultivating students' autonomous learning ability, improving their comprehensive Englishprofciency, and building their confdence and interest in college English learning.

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Discussion on Flipped Classroom Teaching Mode in College English Teaching

English Language Teaching ◽

10.5539/elt.v11n11p92 ◽

2018 ◽

Vol 11 (11) ◽

pp. 92

Author(s):

Yanxia Du

Keyword(s):

Flipped Classroom ◽

Large Scale ◽

Classroom Teaching ◽

Teaching Model ◽

College English ◽

English Teaching ◽

Modern Information Technology ◽

Existing Problems ◽

Advantages And Disadvantages ◽

Teaching Ideas

Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students’ autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.

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Optimization of Flipped Classroom Teaching Model Based on Social Cognitive Network

Complexity ◽

10.1155/2021/4313188 ◽

2021 ◽

Vol 2021 ◽

pp. 1-12

Author(s):

Xinyue Wang

Keyword(s):

Action Research ◽

Network Analysis ◽

Social Practice ◽

Flipped Classroom ◽

Autonomous Learning ◽

Learning Ability ◽

Classroom Teaching ◽

Dynamic Feedback ◽

Cognitive Network ◽

Model Based

This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive network analysis is designed and constructed by integrating cognitive visualization analysis techniques such as network analysis. Secondly, at the beginning of action research, the teaching framework structure sequence is established under the guidance of the implementation model of flipped classroom, and the investigation results of the current situation are designed under the guidance of operational steps and organizational strategies, and categories and autonomous learning theories are divided, so as to preliminarily construct strategies to improve the ability of autonomous learning. Then through three rounds of iterative action research to improve the flip classroom teaching middle school students’ autonomous learning ability of teaching strategy, the interview method is used; the questionnaire and autonomous learning process to improve the students’ autonomous learning ability training effect evaluation questionnaire is analyzed, and finally a complete set of reverse ascending of classroom teaching is formed to improve students’ autonomous learning ability of effective classroom strategies.

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