An Empirical Study Of Flipped Classroom In The Perspective Of Deep Learning

The increasing development of the knowledge society and the information society has brought new changes to the field of education.How to develop students' core literacy to optimize the quality of education and thus enhance the international competitiveness of education has become the focus of this change.Deep learning emphasizes the critical understanding of content,pursues the migration application of knowledge,and focuses on the cultivation of advanced thinking ability,thus it is an important path to implement the core literacy development of students.However,in the actual teaching,the student's subjective status still cannot be fully exerted.The students passively accept knowledge under the concept of teacher authority,face difficulties,perfunctory things,or avoid them.Obviously,this indoctrinating and mechanized model hinders the occurrence of deep learning.As an innovative teaching mode,the flipping classroom aims to make students learn from shallow learning to deep learning and pursue the cultivation of students' advanced thinking ability,which fits the goal of deep learning.Therefore,this study is aimed at the current situation of classroom teaching,adapting to the background of the development of students' core literacy,relying on the form of flipping classroom teaching,adopting a combination of theoretical and experimental research,and how to promote students' deep learning in the context of deep learning.the study.This study first analyzes,understands and sorts out relevant literatures on deep learning at home and abroad,and explores the formation of a deep learning theoretical framework.Secondly,based on the deep learning theory framework and the related research of flipping classroom,the flipping classroom teaching model under the deep learning horizon is constructed.The overall design of the flipping classroom from the macro and micro levels,including teaching strategydesign and flipping classroom teaching design.At the macro level,the basic model of flipping classroom teaching design under the deep learning horizon is constructed,which is �multi-dimensional teaching goal pointing to deep learning;core teaching content that leads to deep learning;problem-based teaching activities to promote deep learning;multi-teaching evaluation around deep learning�.At the micro level,the specific design of flip teaching,through the �pre-class guidance and self-learning linkage,the problem of class and interaction,the evaluation strategy of post-class evaluation and reflection�,enable learners to achieve knowledge understanding,high-level cognition And learning introspection.Finally,according to the flipping classroom model constructed in this paper,the experimental program and experimental course are designed,the quasi-experimental research method was used to conduct experimental research in the experimental class and the control class,in order to verify the effectiveness of the flipping classroom teaching model in the depth learning field.Through experimental research,it is found that the inversion classroom teaching under the deep learning horizon can effectively improve the students' deep learning level,improve the mathematics learning effect,and promote students' understanding of the course content,which is conducive to cultivating students' deep learning ability.The data results show that the flip classroom teaching in the depth learning perspective can stimulate students' learning motivation,promote learning input,and encourage students to use deep strategies to carry out learning activities.In terms of learning ability related to deep learning,the flip classroom teaching in the depth learning perspective can significantly improve the cooperation ability and self-learning ability of the experimental class students.Although the communication skills and problem solving ability of the experimental class students are improved,Not significant.In mathematics learning,the students in the experimental class and the students are significantly higher than the control class.In the understanding of the content of the course,the understand level of the experimental class students is at a higher level of thinking,and the understanding of the course content is deeper than the control class.