Research On The Localization Improvement Of Flipped Classroom In Rural Schools In My Country

In recent years,China intends to promote the regional balanced development of education and sharing educational resources between urban and rural areas through educational informatization.Flipped classroom is a student-centered mode of blended learning which mixes online teaching with e-information and offline teaching with traditional face-to-face communication.This method with flipping teaching and learning conforms to the development demand of balancing educational resources between urban and rural areas in China.With the help of information technology as the means of teaching,flipped classroom has become famous all over the world.There are fruitful research findings in studying of flipped classroom and it's also widely put into practice in urban schools in China.But with the weakness of E-learning,the rural schools are undoubtedly at poor conditions of implementing flipped classroom.Compared with the flipped classroom in urban schools,the significance of effective implementation of flipped classroom in rural schools will be more distinct.One of the reasons is that the information resources in rural areas(especially remote villages)is relatively inadequate,so the introduction of high-quality educational resources and information sharing have more distinct significance for the improvement of teaching quality and the development of knowledge vision;On the other hand,the guidance and collaboration in the flipped classroom after the independent learning is much more an urgent need and meaningful for the students whose parents absent in rural families.In recent years,the policy for balanced development of compulsory education and the strategy of rural revitalization creates opportunities for the innovation and effective teaching transformation of rural education.However,the learning environment and teaching conditions in urban and rural areas are different,so as at home and abroad.Therefore,the transformation of "teaching" and "learning" in rural classroom in China needs the local flipped mode and implementation path.The core issue to be solved in this study is how to construct the localized mode of flipped classroom in rural areas in China and make the implementation effective.Based on the analysis of the intension of flipped classroom,this paper analyzes the research status and controversy of flipped classroom in rural schools in China,and makes a thorough comparative analysis of the flipped mode between Woodland Park High School and Jukui Middle School.Then in the light of the research theory framework of SMCR(source,message,channel,receiver)circular communication model,the questionnaire survey and interview dimension design were carried out in the subject villages.And the research methods of analysis,investigation,comparison and quasi-experimental are mainly used in this study.According to the statistical analysis and conclusion of the questionnaire survey and interview research data,and drawing on the experience as well as the lessons from Woodland Park High School and Jukui Middle School,this study constructs the localization flipped mode for rural classroom.According to the purpose of the research and the problems to be solved,the hypothesis is established,and the class experiment is carried out on the rural localized mode for flipped classroom.Based on the data statistics and analysis of the summative and formative assessment of the pre-test,mid-test and post-test of the experiment and combined with the later questionnaire survey and interview analysis,the conclusions of quasi experiment are obtained:(1)The localization of flipped classroom does not aggravate the gap between top students and students with poor performance;(2)The localization of flipped classroom positively affects students' learning ability;(3)The localization flipping mode takes precedence over the e-teaching means to significantly influence teaching level;(4)The characteristics of learners' cognitive premise significantly affect the learning effect of flipped classroom;(5)E-learning and informatization can not avoid the fetters of knowledge gap between the rich and poor education.Other findings of this study are as the following: First,the localized model implementation results of Flipped classroom show curve-type process;secondly,the level of internal and external learning environment significantly affect the implementation level of flipped classroom;Thirdly,specialized training of flipped classroom and e-teaching for rural teachers is urgently needs in rural area;The conclusion of this study also answers two questions left over from the flipped classroom of Jukui Middle School and Woodland Park High School:First,is the main reason for promotion of academic performance using the flipped classroom or the information and technology-based teaching? Second,is the main reason for promotion of academic achievement using the flipped classroom,or because of different teachers to teach? With the quasi-experimental study,this paper explores the localization path for the flipping classroom in poor rural area in China,and reveals the difficulty between educational informatization and "knowledge gap" in China.It also provides some certain research and practical reference for educational poverty alleviation under Rural Revitalization Strategy.The innovation points of this study lie on:first,it constructs the rural localized mode of flipped classroom and the rural characteristic elements are added to the pattern construction and practice operation;Secondly,it constructs the intervention mode of the quasi-experimental research for localizing flipped classroom;Thirdly it explores the specialized training path for teachers in rural areas.Finally,based on the analysis of the shortcomings of this paper,this study puts forward the following research strategies and prospects.Up to now,although the localization practice of flipped classroom in Jukui Middle School and the experimental subject school in this study has made some achievements,yet the flipped classroom in rural China has not formed a scale and is still on the way of trying and exploring.The experiment in this paper is only the beginning of localization study.In the environment and opportunity that the policy for balanced development of compulsory education and the strategy of rural revitalization create in China,the innovative localization mode of rural flipped classroom is expected to get a wider trial-run and more in-depth research and development.