Research On The Teaching Practice Of Information Technology Reversing Classroom In Vocational Schools

The progress of technology has had an important impact on the way people communicate in the current society.In the field of education,the teaching methods and learning methods can not be eliminated.A lot of new knowledge is created and the total amount of knowledge is becoming increasingly larger.More and more modern media technology is being used by educators and researchers.It is hoped that through the development of technology,the change of teaching methods will be promoted,so as to promote the progress of human learning.A new teaching model is gradually being known-to flip the classroom.Reports of student perceptions of the flipped classroom are somewhat mixed,but are generally positive overall.Through the practice,I found that in the flip classroom students' motivation to implement the effect of the curriculum have greater impacts.Therefore,I want to design and practice the flipped classroom teaching from the perspective of motivation,to further improve the effect of flipped classroom.ARCS Motivation Theory was proposed in the 1920 s by John M.Keller,which aims to improve students' learning motivation in the learning process.In the practice,the choice of vocational school information technology courses,designed to flip the classroom teaching model and practice.I first chosed the students of Urban Vocational College of Sichuan's 2015 marketing class 1?class 2 and class 3 to flip classroom teaching design.I found that the implementation of unsatisfactory results.From the ARCS motivation theory perspective,I did it after a systematic improvement once again Second choice 2016 marketing class 1,class 2,class 3 island glasses marketing,marketing,Mengniu orders 4 classes,2016 HR class 1,class2 were practice.Compared to the first flip practice and the second flip classroom practice after 17 weeks of student computer test results and finalresults,it was found that after the design of the ARCS based on the theory,the performance of the students in the classroom was improved and there was a significant difference.At the same time compared with the second implementation of the classroom class and the course of the school to test the average score,but also showed significant differences;Compared the2016 student change in attitudes before and after the flipped classroom based theoretical perspective ARCS motivation,and found that students in addition prefer in-depth study of information technology,other such as perseverance,migration,information technology with its own relevance,learning anxiety,learning confidence although there is no significant difference in statistical significance.In addition,the implied results and discussions presented in the experiment are described at the end of the paper,and the limitations of this study and the future research directions are discussed.