Flipped Classroom Teaching Theory And Practice Research From The Perspective Of Deep Learning

With the development of globalization,the knowledge society and the information age,education is undergoing a comprehensive and profound change,in which the edu-cation paradigm shifts from "teaching-centered" teaching paradigm to "learn-ing-centered ",and "core literacy","teaching reform" and "deeper learning" have be-come the foci of this change.As a teaching mode that effectively integrates information technology and curriculum,flipped classroom not only meets the external requirements of teaching reform of basic education in China,but also responds to the inner pursuit of core and deeper learning in teaching practice.However,in the process of rapid rise,de-velopment and practice of flipped classroom in China,the teaching effect has not reached the expectation and has been controversial.At the same time,as a kind of theo-retical framework that pursues diversification of learning objectives and participatory learning process,deeper learning has been paid close attention and developed rapidly by researchers,educational administrators and educational practitioners in recent years.Like the concept of learning,the concept of deeper learning has the same multidimen-sional attributes learning.The target attribute of deeper learning points to the core liter-acy of students 'cognition,interpersonal and personal dimensions.The way attribute of deeper learning points to the students' pursuit of new and old knowledge connection,critical understanding,information integration and connection to the actual cognitive processing method,the process attribute of deeper learning points to the input level and participation level of students' learning process,and the result attribute of deeper learn-ing points to meaningful learning,long-term memory and transfer of knowledge and the formation of core literacy.Therefore,the multidimensional attributes of deeper learning not only pose higher requirements and greater challenges for flipped teaching,but also are the value pursuit of flipped teaching.More importantly,deeper learning provides theoretical guidance for how to optimize flipped teaching.Based on this,this study focused on three core questions,such as "why deeper learning can optimize flipped teaching,how can deeper learning optimize flipped teaching,and what is the effect of flipped teaching optimized by deeper learning".To answer the above three questions,using a hybrid paradigm combining qualitative re-search and quantitative research,the author conducted three research adopting the re-search path theoretical constructions-design research-develop theory and optimize practices-suggestions:Study 1:Exploring the formation of theoretical framework of deeper learning.Based on the existing theoretical achievements of core literacy and learning sciences,this study explored the formation of the framework of deeper learning through the read-ing,comprehension and combing of the existing literatures and the author's long-term experience of listening classes in first-line teaching and continuous improvement of courses.These are research results:The deeper learning theory framework wass the ba-sis for the study of deeper learning theory and teaching guided by deeper learning.It has three parts:the principles and characteristics of deeper learning,the teaching design of deeper learning and the deeper learning evaluation system.Among them,the deeper learning principles and features are the basis and premises for understanding deeper learning.Instructional design for deeper learning is the basic point and principle of im-plementing deeper learning in teaching.The deeper learning evaluation system is not only the necessary means to promote deeper learning,but also the tool to evaluate the deeper learning effect.Study 2;The second research is to construct a flipped classroom teaching model from the perspective of deeper learning.On the basis of the first one and the framework of deeper learning theory,this study explored the construction of the flipped classroom teaching model from the macro and micro levels in the perspective of deeper learning.These are the research results:Firstly,it was a flipped classroom teaching model under the perspective of deeper learning at the macro level.The model was based on deeper learning theory,flipped classroom theory and teaching theory and merged with each other to form a "learner-centered,question-oriented,activity-based "flipped classroom teaching model.On the microcosmic level,based on the characteristics of pupils' cogni-tive development and the characteristics of primary Chinese language teaching,this re-search forms a flipped teaching design process and scheme that points to deeper learn-ing at micro level,the task of autonomous learning before class and the design and pro-duction of micro-class,which can provide effective guidance to the teachers in flipped teaching.Study 3:Exploring the effect and instructional design principles of flipped teaching optimized by deeper learning.Based on the second study,taking the process of the flipped classroom learning activities under the perspective of deeper learning as the first prototype of the intervention,the study adopted a design-based research paradigm and conducts a two-year practice of design-based research.The results show that:(1)In the learning process,flipped teaching under the perspective of deeper learning improved the level of students' learning engagement;forms a "student-centered" teaching process structure;(2)about learning outcomes,the flipped teaching based on deeper learning improved the students 'ability to learn in depth,which significantly enhance students'problem solving ability,cooperation ability,communication and expression skills,autonomous learning ability;SOLO learning results classification shows that students deepened the understanding of the content of the course,improved of the quality of learning;at the same time,improved the students' language proficiency,especially reading achievement.This overall study comprehensively explored the theoretical framework of deeper learning,the design of autonomous learning activities under the perspective of deeper learning,the design of cooperative learning activities and teaching effects.Deeper learning is a concept of multidimensional attributes that not only points to the process of learning but also points to the result.In the process of promoting students' deeper learning,teacher played a more important role.Learning activities were the carrier of process of students' deeper learning.In flipped teaching,sufficient autonomous learning before class,cooperative learning in class and problem-based teaching-of enlightenment thinking were the three basic types of teaching activities in this teaching mode,only with the combination of scientific learning strategy training,could we effectively pro-mote the occurrence of deeper learning.There are many factors that influence deeper learning,including the teaching goals of deeper learning ability,structured learning content,thorough and pre-class autonomous learning,diversified cooperative learning,problem-based teaching to inspire thinking,assessment for learning,learning atmos-phere of freedom,equality and security are important external conditions for the occur-rence of deeper learning.