The Design And Practice Of Flipping Teaching Of Data Structure And Algorithm

With the development of education informationization and teaching reform, students' subject status is becoming more prominent, and the cultivation of students' ability,especially the students' independent learning ability, is more and more become the focus of the education. But in the present teaching,the majority teaching style is lecture-style, that is, teachers teach in class and students practice after class. In a class like this, the teachers' leading role is overemphasized, students'initiative doesn't play very well and students do not have enough time for deep thinking. Through observation, we found that the phenomenon also exists in the "Data Structures and Algorithms"course teaching.In recent years, as a new teaching method, the flipped classroom reverses the teaching process of in and out class, that is, students learn the basic knowledge before class and internalize knowledge in class. The flipped classroom offers a new way to the teaching reform.On the basis of the study about flipped classroom recently, combined with the activities of learning theory, we constructed a theoretical framework and a teaching model which suitable for the "Data Structures and Algorithms" course applied the flipped classroom. Then we selected some appropriate teaching strategies. By design-based research, we continuously revised and optimizing the teaching model and teaching strategies, ultimately, we concluded a flipped classroom teaching model and some strategies for algorithm design related courses in college.Firstly, based on the current sudy of flipped classroom,we constructed a flipped classroom teaching model prototype. Secondly, combined with the activities of learning theory, we constructed a theoretical framework about flipped classroom and a flipped classroom teaching model, then we selected some flipped classroom teaching strategies. Thirdly, the experimental program and the implementation plan were designed, then they were applied in the non-normal class second grade undergraduate of Nanjing Normal University majoring in Education Technology. With the design-based research, we collected some data including questionnaire scale, classroom observation, interviews, students'assessment and some test results. With this data, we continuously revised and optimizing the teaching model and teaching strategies. Finally, we validated the effects from three dimensions including knowledge and skills, processes and methods, emotion and attitude.The results of this study show, there is no significant effect on students'learning achievement, but it helps students more independent, more active in study and learning more deeply. Under the flipped classroom, students have more time to think, to reflect, their questioned ability is developed and their algorithm is more clarity. In addition, with the flipped classroom applied in "Data structure and algorithm", it is easier for students to grasp the main points of the knowledge taught by teacher, and students'interest in learning is stimulated.