Research On Reforming The Teaching Practice Of "Flipped Classroom Curriculum Of Modern Educational Technology"

Since the1990s, the majority of China’s normal schools have established the course of "Modern Educational Technology", aiming to equip normal school students with technical skills and information literacy. However, with the rapid development of information technology, the traditional course pattern is increasingly unable to meet the educational requirements of the new development. The reasons vary from excessively broad content, insufficient teaching hours, lagged updating of the teaching equipments to monotonous teaching models. A course reforming is therefore inevitable. The newly emerged Flipped Classroom Model, with its innovative teaching mode, high in-class efficiency, intense teacher-student interaction, strong student interest in learning and enhanced self-learning ability, attracts much attention and become prevalent.Based on vast amount of literature reading and daily teaching practice, this study tries to apply the flipped classroom model onto the commonly criticized "Modern Educational Technology" courses. Involved in this researching process are the teaching mode, learning case design, teacher-student interaction, teaching strategies, teaching evaluation and other aspects, trying to stimulate intrinsic learning motivation and improve students’ teaching design capability and in turn, demonstrating the positive role flipped classroom teaching mode plays in "modern education technology" courses, with a prospect of setting an example and reference for practice-oriented courses of the same categories.According to the study, flipped classroom teaching has positive effects in stimulating students’ intrinsic learning motivation and developing students’ interest in learning. It can improve their self-learning ability, classroom efficiency and classroom capacity as well. In addition, teachers and students’ emotional exchanges are enhanced. Its micro-video learning resources make learning accessible anytime and anywhere, which is welcomed by the students. It is demonstrated that10-15minute instructional videos is most suitable for students to learn and anything more than15minutes tends to produce fatigue and boredom. Flipped classroom is also affected by video quality, guidance case, pre-class resources, classroom issues designing and some other factors.