Research On Teaching Design Based On Reversing Classroom

Flipped classroom is a new instructional model supported by constructivist theory and mastery learning theory. In this instructional model, students acquire new knowledge from the digital material provided by teacher before class, and assimilate knowledge in the classroom by interaction with the teacher. The perfect combination of modern techniques and instruction, the reversing of traditional teaching process, all this factors contributes that flipped classroom have more advantages than traditional teaching, for instance, students become the core of instruction, student’s individualized learning is possible. We confirm that all teachers should design the flipped classroom instruction elaborately, if we want make full use of the advantages of flipped classroom.Based on the above consideration, we first defines the concept of flipped classroom and instructional design, elaborates the characteristics and advantages of flipped classroom. Then clarify the elements of flipped classroom instructional design.Finally, combined with the flipped classroom teaching design and practice cases, this paper analyze the typical problems existing in the flipped classroom design, and offer some corresponding design suggestions.The thesis basically comprises 6 chapters. Chapter 1 mainly states the research inspiration and purpose, current relevant research outcomes, research ideas and methods. Chapter 2 defines the term “flipped classroom”, “instructional design”, “the instructional design of flipped classroom”, introduces theory which is based on is included. The chapter 3, chapter 4 and chapter 5 are the core parts of the whole thesis.To be exact, chapter 3 elaborates that teachers need to design clear teaching objectives,analysis and integrate the course content deliberately, develop a variety of learning resources, design clear learning tasks and reasonable learning activities, plus, use multivariate of learning evaluation for class. Chapter 4 is be design to explore the problem of the instructional design of flipped classroom by analyzing three teaching plan from teachers, who are practitioners of flipped classroom. The results show that there are many problems in flipped classroom instructional design, for example,unclear learning objectives and tasks in the pre-class, inconsistencies in learning tasks,single class activities and group cooperation form sand learning display. This problems that lead to inefficient learning of students, meanwhile, weaken theadvantages of flipped classroom. According to the problems mentioned in the previous chapters, the chapter 5 comes to the suggestions provided to improve instructional design of flipped classroom: Micro-video need to show knowledge clearly and stimulate student motivation; Learning objectives, learning resources,learning tasks; the learning activities and learning tasks should be concluded in learning task systematically; Classroom exercises should stimulate the students thinking and feedback timely; Task-driven approach can apply in team cooperation;Multiple form, and efficient participation are important to team cooperation. Overall, I hope the research can be used as a reference for researchers on flipped classroom instructional model and helpful to those teachers who want use the instructional model in their class.