Reaching On The Instructional Design Of Flipped Classroom In The Direction Of Meaningful Learning

Along with the coming of the information age,information technology is constantly integrated into classroom teaching.It is affecting the learning way of students and the teaching methods of teachers,and even provide necessary technical support for the change of classroom teaching structure.With the support of information technology,flipped classroom as a new teaching organization form has developed in recent years,which will bring new changes in the traditional instruction form,and transform the ways in teaching and learning,profoundly affect the process of students’ knowledge internalization,and then improve the utilization of teaching time,classroom teaching is more efficient than the traditional.Based on the essence of classroom teaching activities,this research deeply analyzes the essential innovation of the flipped classroom,defines the concept and characters of the flipped classroom.And in order to address this realistic problem,that how to actually and effectively arouse and promote student learning to achieve the depth of the knowledge internalization in teaching practice of the flipped classroom,This study attempts to treat the meaningful learning as the bridge of teaching for knowledge in flipped classroom.And has reflected and explored more deeply on the instructional design of meaningful learning in the new teaching organization form from the perspective of cognition and learning.Furthermore,basic teaching concepts and principles have been proposed,knowledge teaching process has been analyzed,and the corresponding classroom teaching strategy and evaluation have been designed.The full text mainly includes six parts:The first part:Introduction.This part mainly introduces the reason why this problemis chosen,and discuss the content and significance of the study.Also reviews the relevant research about flipped classroom and meaningful learning at home and abroad.In addition,the thought and method,the emphasis and difficulty of this study are introduced.The second part:The connotation of flipped classroom in the direction of meaningful learning.First,this part deeply understood and redefined the concept of the flipped classroom based on the essence of classroom teaching activities,which is that flipped classroom is a new study-centered teaching organization form with the support of information technology.It removes the traditional trans-missive lecture to post class by micro video,and replaces it with cooperative and interactive learning activities in class.Class time is mainly used to solve problems that have no solutions before class.This will further promote the depth of the knowledge internalization in the consolidation and application of knowledge.Besides that,this study analyzes the essential features of the flipped classroom,which includes large-classroom,individuation,autonomy and high-efficiency.Second,this part analyzes the connotation of meaningful learning.In the end,based on the analysis of the logical relationship between meaningful learning and flipped classroom,this part defines the connotation of flipped classroom in the direction of meaningful learning.The third part:The theoretical basis of instructional design of flipped classroom.Based on the theory on Taxonomy of Educational Objectives for the Cognitive Domain,the theory of the zone of proximal development,the theory of Ausubel’s meaningful learning and the theory of Developing Teaching,this part explained theoretical foundation of instructional design of flipped classroom in the direction of meaningful learning.The fourth part:Investigation and analysis of the current teaching situation in flipped classroom.With questionnaire method and interview method,this study investigated teachers and students in schools which are putting flipped classroom into practice.Including a survey of students’ current learning situation,and a survey of teachers’ instructional design of flipped classroom.Then this part analyzed the current situation from the teaching level and the learning level,and found that flipped classroom has obviously promoted students’ learning enthusiasm and autonomy,improved the knowledge learning effectiveness of the key and difficult points.Accordingly,provided the practical evidence for flipped classroom in the direction of meaningful learning.The fifth part:This part mainly discussed the design of Instructionalconcepts,teaching principles,teaching process,teaching strategy and evaluation of flipped classroom in the direction of meaningful learning.First,this part proposed the basic teaching concepts and principles which should be followed in the teaching process of flipped classroom in the direction of meaningful learning.Then from the logical relationship between knowledge and cognition,learning and teaching,this study analyzed the knowledge teaching process of flipped classroom in the direction of meaningful learning in this new teaching organization form.Thirdly,expounded the conditions for the occurrence of meaningful learning from four levels-student,teacher,learning resource,learning environment,and proposed the teaching strategies which can support and promote students’ meaningful learning.Finally,the teaching evaluation of meaningful learning in flipped classroom has been designed,which including the orientation,content,main body,standards and strategy of teaching evaluation.The sixth part:The conclusion and reflection.Finally,this paper summarized the results in study and pointed out the limitations of the study and proposed the future directions for further research.