An Action Research On The Flipped Classroom Of "Instructional Design" Course

With the rapid development of information technology, the new learning style of mobile learning, blended learning, MOOC and the flipped classroom affect people’s cognitive structure and the structure of teaching, In recently,cultivating learners’ skills has become the core issues of educationfield. This paper usesdocument analysis method,questionnaire method, interviewing method and action research method as the basic research methods, trying to use the flipped classroommodel teaching the "Instructional Design" course. Exploring whether it helps to cultivate normal students’ teaching design ability, problem consciousness and problem solving skills, and summarizing the "Instructional Design"flipped classroom teaching strategy,providing the practical reference for others.There are five main parts in the paper:The first part includes chapter one and chapter two,is the theoretical study.The research purpose and meaning, research contents and methods, research ideas and framework, etc.Define the core concept of this study:The flipped classroom, Instructional design, problem consciousness and problem solving ability.Using the document analysis method to summarize the domestic and foreign literature analysis about the flipped classroom,the "Instructional design" course teaching and the normal students’ ability training.Summarizing Constructivism Learning theory,Mastery Learning theory, Cognitive-discovery Learning theory and Cooperative Learning theory to support the study.The second part is chapter three, is present situation investigation.This research adopts the questionnaire investigation method to survey the normal students’instructional design ability,problem consciousness and problem solving ability.The third part is chapter four, it is the flipped classroom’s interaction platform and resource development.The Interactive platform mainly use QQ group and WeChat public platform; the resources design and development mainly use the recording screen software to make the resources.The fourth part is chapter five,six,seven and eight,is the instructional design flipped classroom’s action research,implementation,the effect analysis and research summary.Mainly in Guangxinormal university sophomore students of education management major as the research object, in three rounds of the action.Before the action research, preliminary construct the instructional design flipped classroom teaching model, the first round of this preliminary model is adopted to carry out the teaching action.After the first round action, modified and improved the first building model, and then for the second and third rounds of action research to improve the teaching model and summarize the teaching design’s effective strategies.With the method of questionnaire, interviewing and job analysis to analyze the effect of the action research.The fifth part is chapter nine,is the research conclusion and prospect.Summarizing theconclusionsand reflecting the insufficiency of research process and unsolved problems to prepare for the subsequent research.The research conclusions are:1.Setting up the "Instructional design" flipped classroom model, it includes eight core links, such as the autonomous learning before class, and determine the question,establishment situation, construct the framework, individualized learning and collaborative learning, interaction between teachers and students, work report, feedback evaluation and so on,the eight links are "interlocking".2.The flipped classroom teaching model can improve students’ability of autonomous learning, exerting students’initiative, and improving the students’reflection ability.3.Using the flipped classroom teaching model can cultivate students’teaching reform consciousness, innovation consciousness and instructional design ability.4.The platforminteraction and collaborative learning can help teachers and students making progress. In the process of communication and reflection, students’problem consciousness were cultivated, In the process of collaborative learning, students can construct new knowledge module, and enhance the ability of solving problems.5. The theory discipline teaching need to add the "building knowledge framework" link when its use the flipped classroom teaching model, teachers can help students sorting out the knowledge context before collaborative learning, it is easy to master knowledge, formingnew knowledge block, and choosing the strategy of solving problems.