The Practice Research Of Flipped Classroom Promotes Deep Learning Of College Students

In the age of information,teaching methods based on teaching have,to some extent,contributed to students' learning attitudes in shallow learning.Some people think that Flipped classroom not only requires the depth of the student's learning,but also provides the time and space for the development of deep learning.However,in practice,the effect of deep learning is not ideal due to the interaction of many factors.Therefore,this study believes that we should explore whether “Flipped classroom can promote deep learning for college students” through careful observation and reflection.This study first used the literature research method to design a deep learning evaluation tool,and designed a flipped classroom course and developed learning resources.Then using action research,combined with research methods and observation methods,analyzed the process and effect of deep learning of college students in flipping classroom teaching,evaluated the depth of university student learning in the implementation process,explored the impact of different aspects of the process of flipped classroom models on students' deep learning;analyzed the reasons why students failed to achieve deep learning in flipped classroom teaching,and then put forward improvement measures,through the effectiveness of practice verification measures.Finally,it summarizes the implementation experience and precautions of flipping classroom teaching to promote students' deep learning.The data analysis obtained through the three rounds of action research leads to the following conclusions:First,the different parts of flipping classroom plays a role in promoting deep learning.Second,theintroduction of deep learning before class affects the depth of learning.The rich classroom activities can easily overlook the basic knowledge,and a single classroom organization can easily make students' learning attitude lax and not conducive to deep learning.Therefore,this study suggests that in order to achieve deep learning in the flipped classroom,it should:Optimize the presentation and content structure of learning resources;design classroom activities that can stimulate student participation and promote higher-order goals;set learning tasks appropriately,stimulate learning motivation,and ensure investment in learning;in the learning process,real-time monitoring should be strengthened to take into account the basic knowledge and learning depth.Theoretically,the deep learning evaluation tool designed in this study provides new ideas for the evaluation of deep learning.On the practical level,the problems existing in the flipped classroom practice summarized in this study,as well as the effective measures to promote the student's deep learning in the flipping classroom,can provide experience for the reform of college education and teaching model,and can effectively improve classroom teaching effects.According to the research process,this paper is divided into eight chapters:The introduction mainly introduces the research background,research issues,research objectives,research content,research methods,research routes and research significance;The current status of the research section summarizes the research status of flipped classrooms,deep learning and deep learning evaluation tools,and defines the concepts of deep learning and flipped classrooms;The research practice of flipped classrooms to promote deep learning introduced preparatory preparation,curriculum and classroom instructional design based on the flipping classroom model,and the specific implementation process of three rounds of action;in the comprehensive analysis of deep learning results,the effects of deep learning and the factors influencing deep learning were analyzed through job texts,classroom records analysis,andperformance analysis(Markov chain);the discussion part starts from two aspects,how flipping class helps college students to learn deeply and the role of motivation in flipping classroom teaching;The conclusions and suggestions have analyzed the different roles of the flipping classroom in promoting students' deep learning,discovered the impact of flipped classrooms on deep learning,summarized the methods and suggestions for flipping classrooms to promote deep learning,and rethought the deficiencies of this research.Due to time and effort constraints,this study needs further improvement in sample selection and statistical methods in order to obtain more in-depth and powerful conclusions in support of flipping classrooms and promoting deep learning reforms.