The Application Research Of Flipping Classroom In College Teaching

When the advanced technology and educational philosophy met the traditional mode of education, it will inevitably have a traditional mode of education a challenge. Recent studies flipped classroom for our educational reform has injected a fresh element, as a new teaching model, the idea from a proposal to present, within a few short years has swept the world, to become the current educational discussion a hot topic. In the flipped classroom, the teaching activities by the technical support and technology create an environment that can truly "student-centered", helps students self-learning and collaborative learning."Microcomputer Principles and Applications" as Shaanxi Normal University Educational Technology Major required course, it is a strong operational program and aims to develop micro-computer system, computer processor and system architecture, computer computer storage systems, bus technology, input and output technologies and interrupt system, command system, the ability to design computer assembly and maintenance of application programs and other aspects of language. After the students engaged in information technology teacher jobs how effective teaching, room management, computer maintenance and other aspects play an important role. Therefore, this study will use flipped classroom teaching mode in "Microcomputer Principles and Applications" The curriculum combined and applied to our school 2013 Educational Technology Major innovation experimental class teaching practice, a period of one semester of eight experimental period, the main Research from the students' self-learning ability, collaborative learning, the final grade as well as students' flipped classroom of satisfaction, research methods literature, observation, questionnaire and interview method, flipped classroom teaching mode in teaching the application of a systematic, comprehensive study, in order to provide a new way for the reform of Higher Education.Flipped classroom as a new form of classroom teaching organization, is that students watch video lectures or through the use of technical equipment at home or dormitory, in order to replace teachers on in the classroom, students in the classroom is the traditional time to do the so-called " job "and exchange with teachers, between students. In the flipped classroom, the teacher is a facilitator of student learning and instructor can provide one to one counseling, clarify tasks and provide assistance according to the needs of students. Cooperation and exchange students can participate in the discussion and share results. Therefore, teachers on the podium as "saints" concept has been completely changed. In contrast, teachers in the students around really become a mentor, teacher-student dialogue through the dissemination of knowledge, which allows teachers and students to hands-on, inquiry together, solve problems, and to provide students with learning difficulties to help. In the classroom, teachers and students of the two-way process that is interactive, two-way interactive flipped classroom makes this possible.The study is divided into six chapters:Chapter One:Introduction. The present research background, purpose and significance are discussed, and to research status at home and abroad for the flipped classroom were reviewed, elaborated on the basis of research ideas and methods, analysis flipped classroom teaching model used in "Microcomputer Principles and applications "the curriculum feasibility teaching.Chapter 2:The theory of basic research. In this study, constructivist learning theory, mastery learning theory, the zone of proximal development theory and blended learning theory, systematic explanation of the flipped classroom teaching model theoretical basis.Chapter 3:Flipped classroom teaching model analysis and design. Mainly for domestic and foreign flipped classroom teaching model analysis, and then conduct a preliminary investigation of the learner, combining the characteristics of learners, learning objectives, learning content and subject characteristics, constructed flipped classroom teaching, front and classes, lessons during and after-school activities and some of the elements contained in the detailed description.Chapter 4: Flipped classroom teaching resources and evaluation methods of production design. This is an important part of this study, according to the teaching objectives and course content, to make a good micro-curriculum classes QQ group to upload and Baidu network disk, along with the appropriate secondary learning resources, assigning tasks, before the class for students to download and complete lesson former independent study. It also designed the flipped classroom teaching evaluation system for teachers teaching curriculum test effectiveness and student learning.Chapter 5:Flipped classroom implementation and evaluation. This is a core part of this study, after the pair of "Microcomputer Principles and Applications" course implementation flipped classroom teaching, using quasi-experimental approach to student self-learning ability, learning ability and collaborative learning investigation, comparative analysis and survey of students to observe post-test data, in order to obtain data and information more convincing, students and teachers will use interviews to conduct in-depth exchanges. Applied to summary flipped classroom "Microcomputer Principles and Applications" in the course of the effect, experiment and draw conclusions.Chapter 6:Summary and Outlook. Summary flipped classroom teaching model applied to the advantages and disadvantages of this course at "Microcomputer Principles and Applications", and put forward proposals to improve the follow-up study. Finally, the contents of this study will be discussed.