An Analysis Of Students' Learning Behavior In Flip-teaching

From the beginning of 2007,Flipped classroom has become a hot issue that domestic and foreign scholars,educators research and practice.Its positive role in the classroom and the positive impact on the learning effect has been widely recognized.Education researchers have applied Flipped classroom to different sections,different disciplines,different types of teaching practice,proving that Flipped classroom has an advantage of the subjective initiative of learners,changing learners learning attitude,developing practical abilities,the development of innovative consciousness and so on,than traditional Classroom.However,some studies questioned that whether the Flipped classroom can improve the learning effect and its feasibility in the various sections.Learning effect comes from the student's learning process,the learning process is the learning behavior of the "points".The students' learning behavior that is directly influenced by the teaching process,the characteristics of learners,etc,and has a direct impact on the learning effect,is a very important intermediary variables.Therefore,in the course of the study,the author use classroom observation method to analyze students' learning behavior in the Flipped classroom and traditional classroom,use the content analysis method to analyze students' learning behavior after school;use the questionnaire survey to know the learning attitude;use the stage test to evaluate the learning results.The collected data were analyzed to study the relationship among learning behavior,learning attitude and academic achievement,and then to explore the influence of the three factors on the learning effect of the different levels of learning content and how to have an impact.In this study,39 undergraduates majoring in educational technology were selected as the research object.The experiment was conducted in the course of "Learning Science and Technology",which lasted for 1 semesters.Based on design,implementation,the data collection,the data analysis,the conclusions are as follows: The Flipped classroom can improve the learning effect of the teaching objectives for the "memory" and "understanding" of the teaching content,and has the best function to improving the learning effect of the teaching objectives for the "understanding" of the teaching content.At the same time,the Flipped classroom can also improve the students' learning behavior,especially after school learning behavior.Learning attitude does not have a direct impact on the learning behavior,but learning attitude has an influence on the learning effect.Learning attitude does not have a direct impact on the learning behavior,but learning attitude has an influence on the learning effect.And for students with two extremes towards learning attitude,compared with the learning effect of traditional classroom,learning effect decreased in the Flipped classroom,so,come to the conclusion: for the students whose learning attitude at the two extremes are not suitable for the Flipped classroom.The paper is divided into five chapters to elaborate the main process and the results:The first chapter mainly discusses the content of the problem,research purpose and significance,research content,research methods and research tools and innovation,etc.The second chapter mainly discusses the concept and characteristics of the Flipped classroom,the concept and the observation point of the learning behavior,and the current research on "Flipped classroom" and "learning behavior" at home and abroad.The third chapter mainly discusses the design and implementation of research,including the experimental grouping,research process and research data collection.The fourth chapter mainly discusses the data collection and analysis,including the collection and analysis on the learning attitude,the collection and analysis on the students' participation and after-school learning participation,the collection and analysis on the learning result,The study results are different from the previous three analyzes,in addition to grouping students,but also,between the results of the students' learning in the Flipped classroom with the learning results obtained in the traditional classroom,were compared and analyzed,final content is descriptive statistics for above four of the data.The fifth chapter mainly discusses the conclusions,recommendations,shortcomings and prospects.The innovation of this study includes: although researchers have studied the effect of the Flipped classroom from the perspective of attitude of Flipped the classroom,only a few researchers have studied the effect of the Flipped classroom from the perspective of "student learning behavior",but the learning attitude,learning results and learning behavior to establish the relevance of the study has not yet seen;Secondly,there is almost no case of studying the effect of learning in the Flipped classroom on combined learning behavior,attitudes with learning results.Therefore,from the perspective of the students' learning behavior,the author combined with the attitude of the students for the Flipped classroom and the learning effect,exploring the impact of Flipped classroom on the learning effect,which is an innovation in the research perspective.The conclusion is feasible in the practical significance of the teaching of the Flipped classroom.The shortcomings of this study include three aspects: First,the research object selection is relatively simple;Second,the choice of learning behavior is more limited;Finally,the selection of the factors are relatively less.Revising in the future study,to make up for these three aspects of the problem.