Research On The Design Of The Flipped Classroom For Promoting Graduate Students' Deep Learning

Graduate education taking inquirying learning as the key shoulder the responsibility of developping the students' deep learning of critical thinking,complex problem solving to complete scientific research task.And yet,cramming method and acceptable study are the main factors of blocking the development of students' deep learning undoubtedly.The data from questionnaire survey on the students' deep learning situation shows that graduates perform poorly in deep learning.The flipped classroom,as the particular and innovative teaching form in the Internet age,creats the new exploration space for deep learning research received close attention in the area of learning sciences.Therefore,this study aims to solve the following three problems to construct the theory system of the flipped classroom for promoting graduate students' deep learning: What is connotation of the flipped classroom for promoting graduate students' deep learning,how to design graduate students' deep learning,and how to evaluate the realization of graduate students' deep learning.Although,there exists the discordance in the background and the direction to explore of many studies on deep learning at home and abroad.,deep learning is understanding-oriented and characterized by deep understanding essentially,it aims at the pursuit of cultivating high-order abilities of students.The flipped classroom aims at translating students,surface learning into deep learning and developing from primary understanding to deep understanding.The fit between the essence of deep learning and the purport of the flipped classroom provides a fresh perspective for researchers consequently.This study designs the flipped classroom for promoting deep learning from micro-level and macro-level depending on the view of understanding.On the micro level,the design puts forward some strategies: self-understanding before class,understanding by sharing debating in class,understanding by reflecting after class,transfer and application at the end of classes to make students construct knowledge by the autonomy and collaboration around derivative problems,cultivate the consciousness of problem and critical thinking and achieve the goals of deep learning aiming at understanding,transfer and application of knowledge finally.On the macro level,this study mainly proceeds from the pre-phase analysis to the design of objectives,contents,environment,strategies and evaluations of teaching to reach these goals: helping construct students' knowledge structure by reconstructing curriculum knowledge,causing collisions between views by choosing and organizing diversified teaching resources,implementing the connection of different time and space by establishing network and physical surroundings,guaranteeing the realization of the function by choosing the appropriate strategiesand tools for assessment.During the iterative loops of pedagogical practice,the study are based on two courses: "instructional design" and "the basic theory of educational technology" to format the design model of the flipped classroom ultimately by reviewing and summarizing and data feedback by using DBR(design-based research).The data acquired during the process indicates that the design of the flipped classroom for promoting graduate students` deep learning contributes to facilitating multiple interaction between teachers and students and promoting students,class participation,improving deep motive and learning engagement significantly,and deepening application of the deep learning strategies,promoting the level of students,cognitive structure.That is,the design and its implementation can achieve the goal of promoting graduate students' deep learning.