Problems and Countermeasures of Flipped Classroom in Teaching Practice: Take the course of Comprehensive Business English as an example

2021 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Lulu Gou ◽  
Jinming Xu
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Business English

scholarly journals Teaching Practice about Flipped Classroom on Circuit Course

2018 ◽  
Vol 1 (2) ◽  
pp. 176
Author(s):  
Yuanbin Wang ◽  
Jianwen Zhao
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Teaching Mode ◽  
Teaching Reform ◽  
Teaching Design ◽  
Teaching Efficiency

<p><em>In view of the problems in circuit course, flipped classroom is introduced and new teaching mode is explored. Teaching design, teaching reform suggestion, teaching effects and results are presented. It is verified that this kind of teaching mode can enhance the enthusiasm, initiative and participation of the students, teaching efficiency is also improved. It is also a good way for comprehensive practice. </em></p>

scholarly journals Blended Teaching Practice of Online Course and Flipped Classroom in College Chemistry

Daxue Huaxue ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 10-13
Author(s):  
Haixia Qiu ◽  
◽  
Qiuhua Yang ◽  
Jianqiang Qu ◽  
Shen Li ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Teaching Practice ◽  
Online Course ◽  
College Chemistry ◽  
Blended Teaching

A One-Stop Organic Chemistry Online Flipped Classroom Teaching Practice Based on MOOC

Daxue Huaxue ◽  
2020 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
Minhui Cao ◽  
Wei Shi ◽  
Hong Jiang ◽  
Shengzhen Xu
Keyword(s):  
Organic Chemistry ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
One Stop

A Study on Self-regulated Micro-course Learning and Implicitly Layered Flipped Classroom

2016 ◽  
Vol 6 (4) ◽  
pp. 870 ◽  
Author(s):  
Zhongwen Liu ◽  
Li Wei ◽  
Xia Gao
Keyword(s):  
Text Analysis ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Learning Material ◽  
English Learning ◽  
Feedback Analysis ◽  
Teaching Activities ◽  
The Third ◽  
Group Members ◽  
The Common

The paper firstly introduces the developing process of flipped classroom home and abroad, and then illustrates the connotations, models and practical strategies of micro-courses and flipped classroom. The highlight of the paper is in the third part which details how the study of self-regulated micro-course learning and implicitly layered flipped classroom designed and developed. To divide the students into five implicit layers and to upload five-levelled micro-courses and preview learning materials are two preparatory steps. In-class teaching tasks mainly cover providing the critical review of learning material and settling the common questions raised by QQ group members; asking the main points of the text to check preview effects; selecting different-layered students to play different roles in the scenario; consolidating new knowledge with exercises and giving assignments in the form of discussion, translation or writing. After teaching practice and feedback analysis, we can get the result that ILFC (implicitly layered flipped classroom) enables 80 percent of the students to take active part in teaching activities, especially in text analysis and theme discussion. Moreover, it promotes multi-dimension interaction and increases deep-levelled cooperation and understanding. English learning interests and learning atmosphere are simultaneously inspired and improved.

scholarly journals Empowering Pre-Service Teachers to Produce Ubiquitous Flipped Classes

2017 ◽  
Vol 19 (1) ◽  
pp. 169 ◽  
Author(s):  
Soraya García-Sánchez ◽  
Jose Miguel Santos-Espino
Keyword(s):  
Foreign Language ◽  
Digital Technology ◽  
Educational Outcomes ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Education Programme ◽  
Ubiquitous Learning ◽  
Educational Videos ◽  
Collaborative Activities ◽  
Ubiquitous Learning Environment

This work focuses on technological and educational outcomes that resulted from the production of foreign language educational videos by 90 pre-service instructors enrolled in an official Master’s Degree in Secondary Education programme. This teaching practice, conducted during two consecutive years, was set in a ubiquitous learning environment with the intention of effectively linking digital technology with pedagogy by means of producing flipped classroom units. The findings reveal that these pre-service teachers successfully combined instructional dynamics with digital skills to produce flipped classes adapted to the young generation’s needs. The classroom becomes, therefore, a more participatory learner-centred scenario with a variety of interactive and collaborative activities performed by foreign language students.

scholarly journals Research on Flipped Classroom Instructional Design Oriented the Cultivation of Subject Consciousness

2019 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Ma Xiulin ◽  
Liang Jing ◽  
Li Sheng ◽  
Liu Jingjing
Keyword(s):  
Instructional Design ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Information Age ◽  
Three Dimensions ◽  
Independent Learning ◽  
Control Group ◽  
Longitudinal Comparison ◽  
And Performance ◽  
Experimental Group

The information age puts forward higher requirements for talent cultivation, and talents with independent learning concept and innovative spirit are urgently needed. As an activity of cultivating people, education plays an important role in promoting students' participation and cultivating students' subject consciousness, while Flipped Classroom provides a new way for that. This study combines the cultivation of subject consciousness with the practice of Flipped Classroom. Firstly, by analyzing the literature, three dimensions of subject consciousness are concluded: self-consciousness, social consciousness and practice consciousness, and the activities, strategies and evaluation of flipped teaching are designed. Then, the flipped mode and instructional design are applied to the teaching of public computer courses, which experienced two rounds of teaching practice. Finally, by comparing the experimental group with the control group and the longitudinal comparison of the time series, it is found that the flipped mode can effectively stimulate students' subject consciousness, and there is an obvious symbiotic relationship between the students' subject consciousness and performance; and it forms the strategy and effective model of cultivating students' subject consciousness.

scholarly journals Education oriented principles and fundamentals

2021 ◽  
Keyword(s):  
Day Care ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Cognitive Strategies ◽  
South Florida ◽  
Day Care Centers ◽  
Infant School ◽  
Classical Culture

The book “Education oriented principles and fundamentals 1 ST Edition, edited and published by South Florida Publishing, gathers five chapters that approach themes of relevance in the context of education and are available in Spanish. In the first chapter, a research is presented, whose objective is to provide the basis for a pro-student persistence model in higher education applicable in unfavorable socio-academic contexts. The second chapter presents a teaching model that is presented to design teaching as a basis for the use of cognitive strategies, and it is also necessary to establish different strategies to be able to pedagogically evaluate the performance of the student. The third chapter presents a search for a model for the assessment of competencies in basic education through a case study at the Los Pinos de Algeciras school. We are in the middle of the infant school. The fourth chapter, the importance of creating and dynamizing the narrative is supported by the promotion of emerging reading behaviors in day care centers. It is also intended to contribute to the reflection on the role of the educator / mediator in promoting an educational project that facilitates intervention in day care centers. The emerging literacy level. And finally, or the fifth chapter, as a novel educational experience, the application of the Flipped Classroom Model to the teaching of classical culture was drawn, highlighting the importance of the elaboration of interesting and motivating multimedia didactic materials for the students, supported by the use of the new technologies, to improve teaching practice by organizing work in the classroom in an active and participatory way. Thus, we thank all authors for their commitment and dedication to their work and we hope to be able to contribute to the scientific community, in the dissemination of knowledge and in the advancement of science.

scholarly journals Teaching Business English to Future Economists Using a Multimedia Textbook

2019 ◽  
Vol 8 (4) ◽  
pp. 115 ◽  
Author(s):  
Oksana P. Bykonia ◽  
Iryna V. Borysenko ◽  
Iryna M. Zvarych ◽  
Tetiana V. Harbuza ◽  
Myroslava V. Chepurna
Keyword(s):  
Time Management ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Quantitative Methods ◽  
Soft Skills ◽  
Learning Model ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Business English ◽  
The Impact

The purpose of the study is to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “English through Soft Skills” provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the “flipped classroom” learning model brought to both students and instructors. A multimedia textbook “English through Soft Skills” was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver Business English course to the students majoring in Economics

Sign in / Sign up

Export Citation Format

Share Document