Study On The Design And Practice Of Flipped Classroom Learning Activities

Flipped Classroom is, flipping the traditional learning process, so that students could complete self-study before class time, then, classroom becomes an interactive place between the teacher and students, mainly for responding doubts, discussing and exchanging and so on, so as to achieve better instruction results. At present, the researches about Flipped Classroom mainly focus on Flipped Classroom’s idea, characteristics, instructional design and implementation strategy, etc., rarely study Flipped Classroom from the perspective of learning activity design.The thesis centers on the theme "Flipped Classroom learning activity", studies on the design and teaching practice of Flipped Classroom learning activity. Firstly, on the basis of reviewing and analyzing of domestic and international research status about Flipped Classroom and learning activity design, takes Dissipative Structure Theory, Constructivist Theory and "The Cone of Experience" Theory as guide, combines with the existing Flipped Classroom instructional modes, and put forwards a new classification of Flipped Classroom learning activity types. Secondly, proposes that Flipped Classroom learning activity elements mainly consists of five aspects, including learners, learning resources, teaching methods, learning environment, evaluation rules, and constructs Flipped Classroom learning activity mode. The mode is mainly divided into three stages, including, before class, the teacher imparts knowledge, students engage in independent learning; in the class, content would be deepened, students could interact and exchange with the teacher; After class, the teacher carries out the evaluation, students improve content. Thirdly, according to learning activity mode, the thesis designs and realizes learning activities of Flipped Classroom. Finally, the thesis relies on "Information Technology" course in Junior high school to carry out the teaching practice of Flipped Classroom learning activity, designs the teaching practice through five parts, including course preliminary analysis, learning resources design, learning task design, learning environments design, learning evaluation design, analyzes and adds up the experimental data by making use of comparative experiment method.The results indicate, Flipped Classroom learning activity mode that the thesis constructed can promote effectively students’ initiative and enthusiasm in the classroom, exists obvious advantages in improving learning outcomes and other aspects:the presentation of micro-video learning resources makes students have a particular learning experience, could meet students’ individualized learning needs; carrying out different forms of learning activities in the classroom can stimulate students’ interest in learning, promote communication and interaction, contribute to the understanding of learning content; students can timely improve learning content after class, consolidate on the knowledge and skills or continue to learn.