scholarly journals Application of the Flipped Classroom in Secondary Vocational English Teaching

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Min Wu
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Flipped Classroom ◽  
Teaching Quality ◽  
Independent Learning ◽  
Vocational Schools ◽  
Front Line ◽  
English Teaching ◽  
Teachers And Students

In recent years, the flipped classroom has been widely used in front-line teaching. It changes the roles of teachers and students, and especially makes students' learning be transformed into active learning based on video resources. A large number of teaching practices have proved that the flipped classroom has very significant effects in promoting students' independent learning and improving teaching quality. Based on English teaching in secondary vocational schools, this article discusses some insights about the flipped classroom.

scholarly journals The diversified teaching reform of The mixed flipped classroom Python Foundation course is aimed at deep learning

2020 ◽  
Vol 218 ◽  
pp. 02001
Author(s):  
Xiaoxu Xiao
Keyword(s):  
Deep Learning ◽  
Learning Community ◽  
Flipped Classroom ◽  
Teaching Quality ◽  
Independent Learning ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Resources ◽  
Teaching Reform ◽  
Teachers And Students

Under the background of deep learning, the reform of diversified teaching mode is related to the community of teachers and students, and the traditional one-way independent learning of students is transformed into interactive independent learning of teachers and students. Through the MOOC, SPOC, such as teaching case analysis, to explore how to build a hybrid flip classroom teaching mode, use of the advantages of various platforms together, fully applied to the classroom teaching, the reasonable using and sharing high quality teaching resources, to ensure the ability of the students’ learning and literacy, conducive to the students’ active learning and teacher’s guidance and the guidance of thinking, to increase the interaction between students and teachers, the construction of teachers and students “learning community” hybrid flip diversified teaching mode. This mode is applied in the teaching of Python Foundation course to promote the teaching reform of the course, help teachers improve the teaching quality, and provide reference for solving the problems faced by classroom teaching in colleges and universities as well as the teaching research of “MOOC+SPOC+ Flipped classroom” teaching mode.

scholarly journals Exploration and Practice of Ideological and Political Theories Teaching in Operations Research Courses Based on the “Trinity”

2021 ◽  
Vol 5 (11) ◽  
pp. 60-66
Author(s):  
Rong Liu
Keyword(s):  
Operations Research ◽  
Teaching Practices ◽  
Flipped Classroom ◽  
Scientific Research ◽  
Independent Learning ◽  
Practical Application ◽  
Interactive Teaching ◽  
Teaching Online ◽  
Political Theories ◽  
The Trinity

This study analyzes the background of ideological and political theories teaching in operations research courses and provides a design framework for ideological and political theories teaching in operations research courses based on “trinity” according to real teaching practices. This article summarizes the merging point of ideological and political theories teaching in operations research courses, taking ability and knowledge as its carrier and ideological and political theories teaching as its core, as well as discusses four methods of ideological and political theories teaching: online and offline interactive teaching, stimulating independent learning by practical application, seminar-style flipped classroom, and promoting theoretical teaching through competition and scientific research.

Advantages and Problems of Multimedia-Based College English Teaching Mode

2011 ◽  
Vol 271-273 ◽  
pp. 1644-1646 ◽  
Author(s):  
Ju Hong Zhan ◽  
Chun Xia Li ◽  
Wen Xin Nie
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
College English ◽  
English Teaching ◽  
Multimedia Teaching ◽  
Teachers And Students ◽  
Individualized Teaching ◽  
Teaching Learning ◽  
Technical Failures

Multimedia-based teaching and learning is an interesting, interactive, innovative and individualized teaching-learning mode. But according to our survey, there are often some problems in multimedia teaching and learning in practice, such as: lack of emotional exchange between students and teachers, insufficiency of student’s independent learning ability, students’ dilemma in what to choose to learn from diverse online contents, unexpected technical failures, etc. All these factors affect the effectiveness of multimedia teaching. Teachers and students who involve in the multimedia-based English teaching-learning should pay full attention to the problems above, so as to take full advantage of the multimedia technology to improve the effectiveness of the multimedia teaching and learning.

Optimization Research on English Teaching under Network Environment

2014 ◽  
Vol 926-930 ◽  
pp. 4532-4535
Author(s):  
Li Yan Zhu
Keyword(s):  
English Learners ◽  
Rapid Development ◽  
Optimization Methods ◽  
Teaching Quality ◽  
System Structure ◽  
Network Environment ◽  
Network Teaching ◽  
English Teaching ◽  
Optimization Principle ◽  
Teachers And Students

With the rapid development of information technology, using computers to assist English teaching has become an important method. The advanced network technology can optimize English teaching mode, improve English teaching quality, meet the personalized requirements of English learners and improve students’ English application ability. This article introduces the system structure of English network teaching. On the basis of this structure, the optimization principles and methods of English teaching under network environment are analyzed. The optimization principles mainly include the most optimization principle, the compatibility principle, the personalized teaching principle, the autonomous learning principle and the interactivity principle. The optimization methods include the optimization of teachers and students.

scholarly journals Research on IT English Flipped Classroom Teaching Model Based on SPOC

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Lili Liu
Keyword(s):  
Flipped Classroom ◽  
Quality Evaluation ◽  
Evaluation Model ◽  
Teaching Quality ◽  
Classroom Teaching ◽  
Teaching Process ◽  
Teaching Mode ◽  
English Teaching ◽  
Specific Teaching ◽  
English Classroom

In order to improve the existing problems in the teaching process of IT English courses and improve the quality of IT English, this paper conducts a research on the flipped classroom teaching mode of IT English based on SPOC. The present situation of IT English teaching is analyzed, and the problems existing in the teaching process are also analyzed. On the basis of the above thought, with the support of SPOC platform build IT turn English classroom teaching mode, namely, by setting the course target, learning for class in advance, choose high-quality class, learning information collection, upload the related resources, and do a good job in teaching design complete teacher preparation, and design the specific teaching unit of teaching process, teaching quality evaluation model was constructed. In this way, the teaching quality evaluation results of IT English flipped classroom are obtained, in order to further improve the teaching quality. The experimental results show that the flipped English teaching mode based on SPOC can effectively improve students’ performance and increase students’ average daily learning time and course satisfaction, and the practical application effect is good.

scholarly journals Mindset Rather Than Technology Is What Really Matters in Flipped Classroom in College English Teaching: An Organization Development Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Xiaolong Feng
Keyword(s):  
Flipped Classroom ◽  
Private University ◽  
Shared Vision ◽  
Independent Learning ◽  
Learning Ability ◽  
Traditional Teaching ◽  
Classroom Context ◽  
College English ◽  
English Teaching ◽  
Depth Analysis

This paper demonstrates the implementation of flipped classroom in a private university and explicitly interprets the three major resisting forces that undermine the application of flipped classroom in college English teaching. Based on in-depth analysis of voices from different stakeholders, it is illustrated that administrators in the focal institution lack a clear mission of external adaptation and should be more aware of hearing different voices instead of forcing the policy. As for teachers, they are used to traditional teaching delivery and fear for technology challenge and the possibility of being substituted by technology, moreover, they do not have the initiative to make innovation in tech-based teaching approaches. In terms of students, due to their lack of independent learning ability and their dependence on teacher-centered classroom context, it is challenging to change their awareness and accept the flipped classroom. Based on the situation, it is suggested in the paper that stakeholders should adapt their mindset to the external changes, and leaders in the school need to model the way of the flipped classroom and inspire a shared vision so that it creates psychological safety for its members to try new things. 

Flipped classrooms and student learning: not just surface gains

2016 ◽  
Vol 40 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Sarah McLean ◽  
Stefanie M. Attardi ◽  
Lisa Faden ◽  
Mark Goldszmidt
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Independent Learning ◽  
Undergraduate Teaching ◽  
Time On Task ◽  
Learning Approaches ◽  
Class Time

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

scholarly journals Research on Flipped Classroom and Micro Classroom in English Teaching

2018 ◽  
Vol 228 ◽  
pp. 05024
Author(s):  
Qingyuan Luo
Keyword(s):  
Flipped Classroom ◽  
Information Science ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
English Classes ◽  
Rational Distribution ◽  
Teaching Concept

The teaching mode of flipped classroom and micro class has gradually entered the daily teaching of College English classes. The new teaching concept and teaching mode not only promote the reform of the teaching mode in College English course, but also improve the teaching quality of College English course. This paper makes a rational distribution of teachers’ tasks and students’ tasks through the integration of "network model" and "classroom model", and designs the interactive turnover mode in College English teaching practice, which can promote the application of Information Science Technology in College English teaching.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

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