A Study Of Flipped Classroom Teaching Approach For Higher Education In A Mobile Social Network Environment

Flipped classroom model has been paid close attention in the whole world in recent years from the deep subversion of traditional teacher-oriented classroom model to the changing paradigm of classroom teaching structure system,which will provide strong theoretical evidence support and practical guidance by carrying on the positive research exploration for the combination between information technology and the reform of higher education.The rich value of mobile social network activities and the mobile Internet technology gradually influence social and cultural concepts,especially for the appropriate guidance of global theory and practice in the field of education comprehensive reform.In practice,there are some limitations and imperfection in the platform selection,model building and teaching design that lead to the flipped classroom teaching in China is still in the exploratory stage.This study focuses "the research on flipped classroom model in university based on mobile social network".The design paradigm tries to comprehensively use the content analysis method,survey research method,action research method and quasi experimental research method and other research methods,exploring how to effectively promote college students in the growing popularity of mobile social network environment by investigating the teaching theory and practice application of the flipped classroom model learning activities in mobile social networks.The main research objective of this study is to explore the value of mobile social network on theoretical and practical methods of the practice of flipped classroom.This study combines the principles of education theories with the reference of the constructing structure of the flipped classroom teaching model elements to build a framework for S-ICM flipped classroom teaching theory model on the basis of connotation and factor analysis and the evaluation and index system design.Secondly,this study develops a three-stage flipped classroom teaching model "Before Class Knowledge Impartment + Classroom Knowledge Construction + After Knowledge Migration " through the deep analysis of S-ICM flipped classroom teaching model from previous structure,which contribute to the integration of the teaching design scheme,the activity process,the teaching participation design mechanism,the learning effect evaluation method and the implementation plan.Thirdly,the study makes an implementation of effect verification and the S-ICM flipped classroom model evaluation in the process of experimental research method.A control group and an experimental group in the implementation of the unequal block posttest quasi experimental design and a single group pre post test measured time series quasi experimental design pattern.The S-ICM flipped classroom teaching model teaching practice are based on questionnaires and interviews and other forms of evaluation data collection in order to carry out the test data analysis by using statistical method.Analysis results show the expected corresponding system achievement that the S-ICM flipped classroom model popularity of teachers and students in the practice teaching process and the students' learning effects improvement from the cognitive,emotional,ability and behavior of several dimensions.Finally,this study combines teaching practice experience with the action research effect evaluation to summarize the S-ICM flipped classroom model that follows the principles and strategies implementation to deepen the explanation guidance of the S-ICM flipped classroom model.The main conclusions of this study are:(1)The S-ICM flipped classroom teaching model can contribute to improve the teaching quality of higher education.(2)The S-ICM flipped classroom teaching model on the mobile social network platform is conducive to the promotion of the deep combination between information technology and education reform.(3)The S-ICM flipped classroom teaching model takes knowledge learning as the main line with the cognitive integration of impartment and migration knowledge as well as internalization knowledge,which contributes to students' cognition,ability,emotion and behavior development.(4)The implementation of S-ICM flipped classroom teaching model must adhere to the concept of student-oriented,which can make practical application with a clear the value validity of the mobile social network.The innovation of this study:(1)From the theoretical perspective: The S-ICM flipped classroom teaching model makes a broader scope of the implementation of the flipped classroom teaching system from the in-depth analysis of definition expansion on the education information technology.The study provides a useful case collection and effect support to classroom teaching reform and innovation of talent cultivation by combing the mobile social network potential advantages with the actual needs of higher education quality improvement.(2)From the practical perspective: this study has a positive contribution to the development of teaching platform design and related study platform utilization;At the same time,it also provides some practical guidance and teaching practical value for institutions to carry out the flipped classroom teaching model.The limitation of this study is the short overall research cycle to restrict the study samples.Based on the above understanding,this study expected to further improve the theoretical framework of S-ICM flipped classroom model and optimize the implementation of the rules and the teaching design proposal and detailed teaching evaluation index system in the wider range.At the same time,the study carry out applied research in the field of basic education with the help of the development strategy and constantly improve the connotation and extension of the model itself to make it more perfect and mature.