The Application Of Flipping Classrooms In Visual Culture Courses

In the information and image age, as a public cultural quality course in Colleges,the teaching object of "Visual Culture and Media Literacy" course is all undergraduate students. To cultivate and improve students' visual literacy and media literacy is the course teaching target. However, in the environment of rapid development of information technology, the traditional teaching methods such as classroom teaching cannot meet the requirements of the teaching objectives. In the long-term teaching assistants, the author finds that the students' participation in classroom is low, the communication between students and students is less, and the enrichment of teaching content is limited by the phenomenon of classroom time. In order to improve the current situation of teaching, the author combined with the flipped classroom teaching mode,the main characteristics of which is the mixed learning, to explore the flip classroom teaching methods of "Visual Culture and Media Literacy" course.The research results of related theory and practice of the research at home and abroad in the flipped classroom teaching. Based on the blended learning, mastering learning and the community support learning theory, using a design based research method, based on a comprehensive analysis of visual culture course, to design the flipping classroom of visual culture. In the design stage, before class by using task orders, mind map and other forms to present learning resources, learning tasks to help self-study; by the form of online examination to present testing exercises, to feedback the learning outcomes timely to students and teachers. In the classroom teaching, in the form of group discussion, collaborative learning, to carry out a variety of classroom learning activities, so as to improve students' classroom participation and enthusiasm.In the implementation stage, the author analyzes and modifies the teaching methods in the practice, and finally obtains the classroom teaching plan which is suitable for the visual culture curriculum.Through the investigation of two groups of objects, we find out that in the dimension of knowledge and skills, the experimental class had no significant difference than that in the control group, so the Flipped Classroom had no significant effect on the knowledge getting of public cultural courses. In the dimension of the process and method, the Flipped Classroom was beneficial to the cultivation of learner autonomy and collaborative learning to improve to a certain extent, at the same time, it is beneficial to the communicate ability. In the emotional attitude dimension, most of the attitude is better, but the individual is different, which has a certain relation with the students' learning style and the academic burden. Generally speaking, the previous problem of the Visual Culture has been improved, but there are still some deficiencies need to be explored and improved.