A Study On The Flipped Classroom Teaching Model Integrating Micro-class From The Perspective Of The Present Learning Condition

Under the traditional teaching model,students often have low learning enthusiasm and insufficient participation.However,flipped classrooms put the initiative in the hands of students,inverting the process of "teaching" and "learning",resultingteaching effects that are not available in traditional classrooms.The Present Learning Condition are all variables and factors related to learners,which have an impact on the occurrence,development and effects of teaching.Flipped classroom teaching from the perspective of the Present Learning Condition emphasizes that teachers must fully consider the students’ academic conditions and analyze academic conditions throughout the entire process of Flipped classroom teaching.This article thoroughly implements the student-centered concept,adopting Chen Longsheng ’s definition of academic conditions,constructing a basic framework of academic analysis from three levels: pre-class,in-class,and after-class,and the correspondingcontent ofpresent learning condition includes students’ learning foundation,learning status and learning results.On the basis of this framework,a questionnaire was designed and distributed to the target experimental population,and the general and specific academic conditions of the target experimental population were analyzed in detail.The author takes the spoken English of Business Chinese at T University as an example,and designs a flipped classroom teaching model that integrates micro-classes based on the analysis of previous academic conditions.The author also conducts a practical empirical study of flipped classrooms,and analyzes and summarizes based on the results of practice.The analysis of academic conditions runs through the whole process of flipped classroom teaching design,flipped classroom teaching implementation,and flipped classroom teaching evaluation.There are six chapters in the full text: Chapter One,Introduction.Respectively discuss from the origin of research,research status and literature review,research purpose and significance,research ideas and methods.Chapter Two is the basic framework of the Present Learning Condition analysis.Adopting Chen Longsheng’s definition of academic conditions,the comprehensive "Recent Development Area Theory" and "meaningful learning theory" and other theoretical settings conform to the basic framework of academic analysis of this research.The third chapter is the questionnaire and statistical analysis based on the basic framework of the Present Learning Condition analysis.Taking T University Business undergraduate students as the experimental subjects,the questionnaires were distributed through online and offline channels,and information statistics and analysis were carried out.The fourth chapter is the design and practical demonstration of the flipped classroom teaching model integrating micro-classes from the perspective of the Present Learning Condition analysis.The author conducts teaching design,which including teaching objectives,teaching content,teaching strategies,teaching evaluation for the flipped classroom teaching model that integrates micro-classes from the perspective of the Present Learning Condition,and conducts practical empirical research.The fifth chapter is the practical empirical analysis of the flipped classroom teaching model integrating micro-classes from the perspective of the Present Learning Condition.It analyzes the practice from the aspects of pre-class homework completion and classroom learning situation analysis,and summarizes the advantages and disadvantages of the practice of flipped classroom teaching mode that integrates micro-classes.Chapter Six,Conclusion.The research is summarized from four aspects: research innovation,research results,research deficiencies,and research prospects.