The Experimental Study On The Flipped Classroom Teaching Model Based On Task-driven

The21st century is the age of information, which has given education new energy and has put forward higher requirements for teachers of middle and primary schools. Students in Normal Universities are the main force of the teaching body of future, the educational technology ability of the students and education reform in future are closely related. At school, they learn it mainly by experiment course of modern education technology. The experiment course is unfavorable to improving students’ knowledge use, group cooperative learning and creative ability due to the affect of traditional education conception. Experiment showed that flipped classroom can efficiently promote students’ autonomous learning and thinking ability, and finally improve students’ academic results[1].This article constructs the flipped classroom teaching model of Digital Video Processing experiment, which is applied to the experiment. In the experiment, the experimental group receives flipped classroom teaching model, and the control group receives traditional teaching model. Finally, the test scores, operating ability, group video quality, autonomous learning and cooperation learning ability, teacher-student interaction and learning attitude of the two groups are compared.This article contains six parts, details are as follows.(1) Prologue. This part mainly describes the background, significance, status, target, contents and so on.(2) Relevant concept and theoretical basis. We describe the concept of task-driven, flipped classroom and teaching model and the theoretical basis of constructivism theory, mastery learning theory, learning motivation theory and multiple intelligences theory.(3) Constructed flipped classroom teaching model of Digital Video Processing experiment. Based on the theory of constructivism theory, flipped classroom and task-driven, and the existed research work, learning objective, learning content and characteristics of learners, we construct the flipped classroom teaching model.(4) Experiment design and execution. It is the introduction about how to choose experiment object, what experiment target, experiment content, experiment variable, experiment hypothesis and experiment evaluation is and the whole experimental process include dividing learns into two groups, teaching process, formative assessment and summative assessment.(5) Experimental results and analysis. This part is statistical analysis to relevant experimental data by applying spss software, to explore the change of test scores, operating ability, group video quality, autonomous learning and cooperation learning ability, teacher-student interaction and learning attitude of the two groups are affected, and the conclusions are drawn.(6) Conclusion and prospect. The last part summarizes the entire research process, points out the disadvantages, and makes suggestions about the next steps of this study.We discover that flipped classroom can improve the learning effect as follows: raising middle level students’ results, promoting the master of advanced skill, improving the quality of group video, raising autonomous learning and cooperation learning ability and enhancing teacher-student interaction. But it does little to help students with solid knowledge and poor knowledge, mastering general skill, and improving students’ learning attitude. In addition, most of the students like such a model.