Research On The Application Of Flipped Classroom In The Course Of "Enterprise Financial Accounting" In S Secondary Vocational School

In recent years,our country pays more and more attention to the development of vocational education,and social positions demand talents with comprehensive abilities.At the same time,modern information technology is constantly updated and upgraded,urgently requiring educational information reform.Secondary vocational education bears the heavy responsibility of cultivating and transporting talents.Therefore,it is necessary to carry out curriculum and teaching reform in secondary vocational education.Flipped classroom is a new teaching model that relies on information technology to carry out teaching.Currently,research on flipped classroom is mainly concentrated in the fields of basic education and higher education,with good application results.However,there is less research and application in the field of secondary vocational education.Therefore,developing the application of flipped classroom in the course "Enterprise Financial Accounting" in secondary vocational education has certain theoretical significance and application value.This paper uses the literature analysis method to comb and analyze the domestic and foreign flipped classroom literature,with a view to providing theoretical support for the design and application of flipped classroom teaching for "Enterprise Financial Accounting" in secondary vocational schools.Secondly,using questionnaire and interview methods,the author conducted a survey of the current teaching situation of the course "Enterprise Financial Accounting" among teachers and students in the S secondary vocational school,and collected and analyzed the data.It was concluded that there are currently problems in the teaching of this course,such as insufficient innovation in teaching methods,weak awareness and ability of students in general autonomous learning,lack of communication and classroom interaction between teachers and students,and imbalance between theory and practice.Further in-depth analysis of the necessity and feasibility of applying the flipped classroom teaching model in this course.Then,based on the combination of autonomous learning theory,constructivist learning theory,cooperative learning theory,and hybrid learning theory,the flipped classroom teaching design for "Enterprise Financial Accounting" in secondary vocational schools is carried out,in which the time inside and outside the class is reversed,and the teaching process is redesigned to form a three-stage flipped classroom teaching model of autonomous learning before class,internalization of knowledge in class,and consolidation and improvement after class.Finally,on the basis of understanding the willingness and attitude of students to implement the flipped classroom teaching model,the "Inventory Overview" section is used as a case study for flipped classroom teaching practice.SPSS software is used to analyze the differences in test scores between the experimental class and the traditional class.A questionnaire is issued to investigate students’ curriculum satisfaction,learning interest,and personal comprehensive ability development,to explore the application effect of flipped classroom in the course of "Enterprise Financial Accounting".The research results show that: First,compared with traditional teaching,flipped classroom teaching mode can promote students’ understanding and application of curriculum knowledge,and improve students’ academic performance on the whole.In addition,flipped classroom teaching has improved students’ learning ability,teamwork ability,and comprehensive ability of knowledge transfer and application to a certain extent.Second,flipped classroom reallocates internal and external time through various forms of classroom teaching activities,stimulates students’ interest in learning,enlivens the classroom atmosphere,internalizes knowledge in the interaction between teachers and students,and effectively improves the current situation of curriculum teaching.Third,flipped classroom teaching model redefines the roles of teachers and students to build a democratic,equal and harmonious relationship between teachers and students.