Study Of Teaching Interaction Behaviors And Studying Under Flipped Classroom Model

The changing of the teaching procedures brought by the flipped classroom cannot change the relationship of teaching and learning essentially.From the perspective of from,the flip of the procedures causes that the knowledge is studied ahead of time and that the knowledge internalization is enhanced.The efficacious practice of flipped classroom should follow the basic theories of knowledge internalization hidden behind.With the changing of the roles of teachers and students and ways of interaction in the flipped classroom,the behaviors in the classroom have also changed,which could promote the internalization of the students' knowledge.In this thesis,the features of the teaching model of flipped classroom are probed from the perspective of teaching interaction behaviors,from which proper teaching strategies could be chosen according to class models and students' levels.First,the interaction behaviors in flipped classroom are studied from the perspective of theories.On the ground of reviewing literature broadly,the teaching procedures of the three stages of the flipped classroom are introduced,i.e.self-study in class,internalization in class and sublimation after class.The significance of basic theories of knowledge internalization and behavior standard are discussed,which could promote students' knowledge internalization.Constructivism,communicative pedagogical theory,cognitive load theory and modern cognitive learning theory are applied as groundings,laying concrete theoretic foundation for the future study.Second,meticulous empirical study are conducted on flipped classroom.Through analyzing typical classroom interaction system appeared recently and features of the flipped classroom teaching,this thesis conducts deep research on the classroom with ITIAS,and combines classroom structural analysis,literature review and classroom descriptive observation.The flipped classroom “Formula and Function”of S university is taken as a typical case to conduct broad and deep research on teaching interaction in flipped classroom,with ITIAS as the quantitative tool and the course video as the quantitative research materials,through the research methods mentioned above.Finally,this thesis integrates theoretical analysis and empirical study and draws a conclusion from the perspectives of features of teaching interaction inflipped classroom and the promoted students' knowledge internalization.Comparing to traditional classroom model,flipped classroom is more outstanding in that it enhances students' knowledge internalization,which is interaction behavior,and the interaction between teachers and students presents diversity,which promotes students' effective activities in class.Meanwhile,the leading roles teachers play in flipped classroom are clearer.Teaching strategies as follows are proposed in this thesis in the hope of solving problems of interaction behaviors in flipped classroom.