| With the development of information age and the arrival of knowledge economy,the social demand for people is no longer just people with knowledge.Therefore,the teaching field is undergoing corresponding teaching reform,and flipped classroom is one of them.However,in the practice of flipped classroom,the teaching effect of shallow learning inevitably appears.As a teaching idea of changing shallow learning,deep learning meets with flipped classroom.Therefore,how to practice and internalize the teaching concept of deep learning in flipped classroom is the purpose of this study.Therefore,the research contents of this study are as follows:Firstly,based on the reading and analysis of relevant literature,this study explores the implications of deep learning and its teaching conditions.The implications of deep learning are as follows: deep learning is the learning in which learners form hierarchical knowledge;deep learning is the learning in which learners apply high-level thinking;deep learning is the learning in which learners strengthen their efforts.In the teaching environment,the teaching conditions for deep learning are preparation conditions--give enough time of teaching and learning and organize deep teaching content,continuous conditions-maintain students' learning will and provide the opportunities of deep application,and transformative conditions-stimulate students' learning motivation and provide timely teaching guidance.Secondly,this study uses the comparative research method to compare flipped classroom with traditional classroom and analyze the possibility of realizing deep learning in flipped classroom.It is embodied in six possible points: the emancipation of classroom time,the high utilization of students' learning space,the relationship between teaching and learning,the relationship between teachers and students,the realizability of individualized teaching and the attitude towards students' self-learning ability.Finally,based on the co-existence of teachers and students,this studyfocuses on the high-level thinking,and constructs the teaching design of flipped classroom to promote students' deep learning.In the pre class--the preparatory stage of high-level thinking in deep learning,this study locates learning results in knowledge objectives and learning elements,clarifies the internal conditions of students' learning occurrence,designs the selection principles and organization strategies of learning first content,designs the teaching events of micro-video--create teaching situation,inform learning objectives,enrich teaching language and designs of learning evaluation for the purpose of adjustment.In class-the application stage of high-level thinking in deep learning,based on the characteristics of high-level thinking,this study locates the learning results in cognitive structure,problem-solving ability and sense of acquisition,clarifies the internal conditions of students' use high-level thinking,designs the requirements of teaching content--around the core concepts and discipline spirit,determines the high-level thinking that can be involved,has the characteristics of comprehensiveness,exploration and migration,constructing the teaching procedures: dealing with pre-class problems,constructing the meaning,forming confusion,understanding deeply,applying deeply,summarize and expressing and designs for the purpose of evaluation.In the design of after-school learning stage--the consolidation of high-level thinking in deep learning,this study designs the assignment content and evaluation for development.On this basis,through the case of fraction ratio size,the teaching design proposed is applied to achieve the operability of the teaching design. |
