Open education is an ideal way to realize the sharing of resources in one school and many districts and mutual recognition of credits between schools; It is a beneficial exploration of the integration of teachers' academic qualifications and non-academic qualifications, and the connection and communication before and after service. Let's share with you the graduation thesis of RTVU's open education. Let's have a look!
In recent years, the new teaching mode of "flip classroom" has been concerned and studied in various educational institutions at all levels in China, mainly focusing on the exploration of the origin, concept and related theories of "flip classroom". However, in order to give full play to the characteristics of "flip classroom" and make students feel the real positive changes brought by the application of this teaching model under the guidance of teachers, it is necessary to study the effective implementation of "flip classroom" in educational practice. This paper discusses the relevant strategies of effectively implementing "flip classroom" in distance open education, in order to provide reference for the better application of "flip classroom" in teaching.
Keywords: "flip the classroom"; Open education; Teaching strategy
I. Research background
Students in radio and TV universities are different from those in full-time universities. Most of them are students who want to improve their education on the job. Due to the multiple constraints of work and family, they can't have as much time to study as ordinary college students. The RTVU system adopts the teaching mode of combining face-to-face teaching with network. On the basis of providing students with a large number of self-study resources, it arranges appropriate face-to-face lectures for students to focus on the knowledge that students are difficult to master. Because many students lack perseverance and interest in active learning, it is difficult for them to understand the teacher's teaching content in face-to-face class, which greatly affects the improvement of teaching effect. The emergence of "flip classroom" gives students the classroom time to explore and discuss independently, and teachers become the guide and promoter of the whole process. Through preliminary investigation and practical research, most students and teachers in open education hold a positive attitude towards the "flip classroom" teaching mode, and believe that proper application will improve students' learning effect to a certain extent. Based on the above background, this study explores how to effectively implement "flip classroom" in open education, trying to give full play to its own characteristics and provide a way out for further improving the teaching effect of distance open education.
Second, the "flip classroom" core concept and theoretical basis
The core idea of "flipping the classroom" can be summarized as "learning before teaching, learning as teaching", which is to flip the traditional teaching mode. Before class, students use videos and related materials provided by teachers to study at home; Class time is used to solve problems, deepen concepts and participate in cooperative learning. This model maximizes the most precious learning resource-time. The theoretical basis of "flipping the classroom" mainly includes the following points:
(1) Mastering learning: This theory emphasizes goal orientation and feedback correction. The most important thing of "flipping the classroom" lies in the cooperation and exploration in classroom activities.
(2) Cognitive learning theory: This theory holds that learning is realized by feeling and perception, and it is realized by the subjective organization of the human brain, and puts forward the view that learning depends on epiphany rather than trial and error.
(3) Behaviorism learning theory: This theory holds that learning is a science and the learning process is a gradual process; Teaching, on the other hand, is an art, which combines students with the syllabus, arranges events that may be strengthened to promote learning, and teachers play the role of supervisors or intermediaries. Emphasize the important role of reinforcement in learning.
(4) Constructivism learning theory: This theory holds that knowledge is not taught by teachers, but acquired by learners through meaning construction with the help of others (teachers, learning partners, etc.). ) In a certain social and cultural background. Constructivist learning theory holds that "situation", "cooperation", "conversation" and "meaning construction" are the four major elements in the learning environment.
(5) Humanism: This theory emphasizes the student-centered humanistic education concept with the goal of developing students' self-potential and value. The core idea of humanism is people-oriented, which advocates the pursuit of "ultimate meaning" of human beings, emphasizes human emotional experience, and pays attention to the development and change of students' inner world and the cultivation of students' personality.
(6) Instructional design theory: taking learning theory, teaching theory, educational communication and information technology as the theoretical basis of guiding ideology, adopting systematic methods to analyze learning needs, determining learning objectives and task systems, integrating teaching strategies and formulating solutions. The purpose of instructional design is to realize the optimization of teaching and learning.
(7) Autonomous learning theory: this theory is different from accepting learning and memory, emphasizing students' active participation and exploration, and focusing on cultivating students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and cooperate and communicate. (8) Peer cooperative learning: This theory embodies the idea of collective action. Through cooperation and mutual assistance, peers complete the exploration of problems, increase their knowledge in interaction and mutual assistance, and draw conclusions. (9) Problem-based learning: it is a high-level learning with "problems" as the core. This theory is a kind of teaching, which allows students to acquire knowledge through learning based on real questions that may not have correct answers. It is a new teaching method composed of activities of understanding and solving problems.
(10) blended learning: This theory combines traditional learning with modern learning methods based on the network, which not only gives full play to the leading role of teachers in guiding, enlightening and monitoring in the teaching process, but also fully reflects the initiative, enthusiasm and creativity of students as the main body of the learning process.
Third, the open education "flip classroom" implementation strategy analysis
Through the above exploration of the theoretical basis of "flipping the classroom", this section will focus on how to use the above theories to guide the effective strategies of "flipping the classroom" in open education.
1, the "flip classroom" teaching environment should ensure the benign interaction between teachers and students. "Flip the classroom" puts the process of knowledge internalization outside the classroom and is completed by students themselves. The classroom is mainly used to discuss and answer questions among students. Therefore, it is very important to create a positive and orderly classroom atmosphere to improve the teaching effect. In order to create a good atmosphere, teachers need to act as the host and help students as soon as possible when their interaction is reduced or problems are encountered. In order to provide better help to students, teachers need to prepare a large number of teaching materials and fully grasp the knowledge content.
2. Use the reward and punishment mechanism to mobilize students to take the initiative to explore. For students who actively ask questions or answer other students' questions in the "flip classroom", teachers need to encourage them at the first time and explore other reward mechanisms to promote students to maintain this learning attitude. This study holds that the reward and punishment mechanism suitable for students in open education can include the following aspects: first, prepare different levels of electronic resources as rewards for students who participate in teaching activities according to their participation times, such as e-books and reference materials for various exams; Secondly, for students who haven't participated in topic interaction for a long time, the lecturer should understand the students' psychological state and thoughts at the first time and encourage them to participate as much as possible. For students who still don't participate in the interaction, their grades will be appropriately reduced; Thirdly, for students who occasionally participate in the interaction, they should be given oral praise in time after each interaction, and their answers should be supplemented to help them better understand the content, thus encouraging these students to actively participate in the interaction.
3. Carefully design the teaching content and links of "flip classroom". Many teachers think that "flipping the classroom" is the flip of traditional teaching links, that is, the classroom is used to answer questions and answers, and the extracurricular is used to learn knowledge. Because the class time is changed to answer questions, teachers only need to answer students' questions or guide students to discuss interactively, and teachers do not need to design this link specially. Through investigation, this study found that there are not a few teachers who hold the above views. This question thinks that the above viewpoint is incorrect. The connotation of "flip classroom" is not limited to the flip inside and outside the classroom, but the flip of the whole teaching mode and thinking. The "classroom link" of "flipping the classroom" is not the disorderly and free discussion of students' knowledge content. Teachers need to guide and prompt students in all aspects of discussion, and need to carefully design the discussion topics and processes of the whole class. Only in this way can students further understand and deepen the knowledge points in the seemingly active and flexible free discussion process. The design of "flip classroom" mainly focuses on the organization and design of activities, and should guide students to do more interaction and discussion in a limited time as much as possible.
4. Teachers should ask students at least 1-2 difficult questions in each "flip class". If you only ask easy-to-solve questions, students with faster learning progress will get bored and lose the motivation to learn. The presentation of difficult problems also helps students to think actively and explore ideas in the whole process of solving problems, which is conducive to the improvement of cognitive strategies. When students can't solve the problem, the teacher should give a prompt at the first time, so that students can explore independently along the correct ideas and finally solve the problem.
5. The concept of humanistic care is embodied in the teaching practice of "flipping the classroom". Although students in open education are all adult learners, we should pay more attention to their inner feelings in actual teaching and let them study happily like children. Whether children or adults, learning in a harmonious and friendly atmosphere is what everyone yearns for. In order to embody this concept, teachers need to have an approachable attitude, consider problems from the perspective of students, control their emotions, and give more encouragement to students when they are unable to answer questions or are late. Only in this way can students be willing to answer questions after work and participate in face-to-face lectures.
6. "Flip the classroom" should include at least two parts: independent inquiry and group cooperation. The "flip classroom" teaching mode should provide students with sufficient opportunities for communication and cooperation, and teachers should actively explore various forms to promote students' independent communication.
Four. Conclusion and prospect
The appearance of "flip classroom" has brought new attempts and possibilities for the change of classroom teaching effect. So far, most teachers have a positive attitude towards this teaching form. If the "flip classroom" is used properly, it may improve the teaching effect, otherwise it may just be a unique stunt, which has not been greatly improved compared with the traditional teaching, and it just wastes teachers' precious time to make or find suitable materials and materials. Through a lot of literature research and practical feedback, this study holds that, generally speaking, the easy-to-understand part is suitable for students' extracurricular self-study, while the part involving technology and emotion is more suitable for returning to the traditional classroom teaching method, and students can complete their studies under the guidance of teachers. The emergence of every new teaching form will arouse widespread concern in academic circles, and the emergence of "flip classroom" is no exception. However, in order to really play a "flip" role, scholars, experts and teachers need to explore and study together to find more effective solutions. I believe that in the future, the application of the form of "flip classroom" will bring the possibility of improving the level of classroom teaching. This paper only explores the relevant strategies of implementing "flip classroom" in open education, hoping to provide some reference experience for improving the teaching effect of "flip classroom" in the future.
References:
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