Psychological Effects Of Chinese Flipped Classroom

Flipped Classroom Model,developed from the United States, has already drawn many scholars’ attention and been implemented among different subjects in schools. According to the notion defined by Flipped Learning Network Flipped Learning refers to a direct teaching method in which the group learning zone becomes dynamic and is transformed to individual one. During the progress, teachers are usually served as instructors so that students can be motivated and actively participate in the class activities. Chinese subject has employed the Flipped Classroom Model, which, nevertheless, resulted in a series of psychological effects. Hence, this paper aims to explore those psychological effects from the principles of both psychology and pedagogy.This paper consists of three sections.The first section is the Introduction and Literature Review. It will focus on the definition and development of Flipped Classroom Model. Advantages, characteristics as well as recent studies on this topic both at home and abroad will be discussed as well.The second part is a major part to introduce the meaning and interpretation of psychological effects. We have focused on various psychological effects triggered by Flipped Learning Network.Microclass could attract students’ attention effectively. A machine needs to be prepared and preheated before utilization. Similarly, if students’ minds have been “preheated”, their behaviors in Chinese class could be expected to be better.Micro-class is designed to activate students’ minds and thinking to help them perform better in study. The more preparation we made before class, the heater discussionwe could receive from students.“Cocktail party effect” is one of the most successful ways to attract students’ attention for class. Thus, micro-class may offer great assistance to those who are readily distracted and those who have difficulty in recognizing the key points.With mutual trust and encouragement, students are likely to be interested in Chinese micro lessons. In this way, they may be intrigued by the classes\ and interact with their teachers in a relaxing way. In a time when Reform of Chinese Teaching is getting increasingly popular, “Brain Storm” is the best way to modify teachers-centered way of teaching and arouse students’ interests.“Wallach effect” rends students to get involved in the class and encourage them to have fierce discussions. Their potential enthusiasm on arts and literature may appear during the process of engaging in micro class.In Flipped Learning Network, both students and teachers are changing mainly in psychological status. By using the method of Flipped Learning Network, quality of teaching is remarkably improved by reinforcing students’ sense of involvement.Of course, there might also be some negative sides for Flipped Learning Network of Chinese lesson. The most crucial one is “Broken window effect”. Once the problems and questions about Chinese learning remain unanswered, some students may find it extremely hard to keep up. That could result in a low efficiency of studying Chinese.However, these adverse effects have already occurred in traditional teaching models. With the method of teaching altering for better, adverse effects are recuding.The third part focuses on reflections upon Flipped Learning Network. Firstly, Flipped Learning Network is a new step for Teaching Reform. Secondly, another key fact is that all of us might be lacking of experiences to handle it in an ideal way. The possible mistakes we could make are what we should strive to avoid. Thirdly, what we should also keep thinking about is that how to find a way to explore the most efficient way to utilize it.