Practical Research On Cultivating College Students' Self-learning Ability Based On Flipping Classroom

With the advent of the information era,the way people acquire knowledge has changed dramatically and the reform of learning methods has become a severe challenge to the national education system.The nurturing of college students'autonomous learning ability is the foundation of individual lifelong learning and development,it is also an essential way to carry out the core competence of Chinese students as well as the main task of cultivating high quality talents in the information era.With the help of information technology,the Flipped Classroom teaching mode is the new school curriculum which means "learn first to teach behind",the model provides students with the opportunities to self-learning and pays attention to the autonomy of students learning.So this mode provides a new idea for the development of autonomous learning ability of students,but the study of Flipped Classroom is still at the stage of exploration,and also the research on the development of autonomous learning ability of college students is more theoretical than practical.Therefore,taking the college students' autonomous learning ability as a hitting-point,this thesis is try to explore the influence under Flipped Classroom and analyzes what aspects that affect the self-learning,which have a vital significance for the cultivation of autonomous learning ability and development of Flipped Classroom.This paper is divided into five parts.In the introduction,the background,the present situation of the research at home and abroad,the content and significance of the main research,the research ideas and methods are introduced.The second part includes the related concepts and the theoretical basis of the study.It analyzes the connotation and characteristics of the Flipped Classroom and the autonomous learning in details,and combines the background of the times to redefine the concept of autonomous learning ability.It also introduces the theoretical basis of the teaching model of the Flipped Classroom,and analyzes the theoretical basis of the phenomenon that the Flipped Classroom can promote the development of students' independent learning.The third part is based on Flipped Classroom teaching practice of "higher mathematics".Under the guidance of the theory of Flipped Classroom,the author draws on the advantages and characteristics of that teaching mode at home and abroad,and designs the implementation frame and concrete link of college teaching.The framework regard classroom activities,student activities and main learning environment as the major line launches.It is divided into three parts:pre-class,class and after-school.It is explained by a complete teaching example.In addition,this section describes the practice of using the study to design a implementation framework for the Flipped Classroom.The teaching practice takes college students as the objects,and conducts a one-semester teaching activities.It also uses the same questionnaire to respectively investigate college students' autonomic learning ability before and after the teaching practice,including the learning motivation,learning strategies,self-monitoring,self-regulation and learning environment.The forth part,the results and discussion.The questionnaire data are analyzed by spss20.0 statistical software,and the results are analyzed by quantitative and qualitative methods combined with interviews.The fifth part,Conclusion.Summarized the results and based on the reflection of teaching practice,this paper puts forward the problems that should be paid attention to in the implementation of the Flipped Classroom,and explains the shortcomings of this study and the future research direction to be improved.The final conclusion of the practical results is that the Flipped Classroom can promote the cultivation of autonomous learning ability of college students,and the development of independent learning,especially in learning motivation,self-monitoring,self-regulation,learning environment and so on.