Investigation And Research On Chinese Flipped Classroom Based On Canvas Learning Management System

With the rise of education technology,the flipping classroom model is flourishing.Students watch teaching videos before class and complete homework and internalized knowledge in class.This method has benefited both teachers and students.For students,the autonomy of learning has been greatly strengthened,the learning time under class is flexible,and the limited time is utilized maximally in class;for teachers,although the workload increases,it is beneficial to their own strictness.It is required that teachers ensure that students' questions can be answered at any time.It can be seen that teachers and students under the flipped classroom are all promoting progress.In order to ensure effective learning for the students,the application of the learning management system is indispensable.By flipping the combination of classroom teaching mode and online learning management system,the time of class learning is freely grasped by the students,flexible and efficient,and classroom time is more often applied to teacher-students,students themselves.By increasing classroom capacity in this way,it helps Chinese teachers become true missionaries,students,and doubters.In the third chapter of this thesis,through the use of SPSS software to analyze 30 questionnaires for Chinese junior and intermediate classes,it was learned that in terms of students,the classroom lessons were enhanced to enhance their confidence in speech and interest in interdisciplinary learning.With the ability to learn while doing,his ability to speak,oral language,and mastery of half of the subject's knowledge have been improved.In addition,through a one-on-one interview with 10 Chinese learners stratified by stratification,the aim was to explore the perspectives of Chinese learners in Northern Colorado on the Chinese language flipping classroom and the factors that influenced their perception.There are three main research questions: First,in the Canvas-based flipping class,how are students' attitudes and opinions on language and knowledge acquisition? Second,what kind of learning strategies do students use in the learning process? Third,compared with the traditional classroom,what are the new benefits of flipping the classroom experience? The survey results show that the flipping classroom teaching model can indeed improve some of the problems that arise in the traditional teaching model.In this mode,the interaction between students is rich,the classroom is more humane,andthe students' communication skills,self-confidence,and knowledge acquisition have improved.However,since students have different understandings of the certainty,authority,knowledge source,the true meaning of learning content,and the measurability and importance of learning outcomes,different students have different understanding of the effectiveness of this teaching method..In the fourth chapter,based on the text “The Four Seasons of Beijing”,and based on the above experimental results,according to the basic principle of flipping the classroom,the Canvas learning management system was used to design the teaching content for overseas Chinese intermediate classes,trying to solve the experimental manifestation.The problem is that students have different opinions on traditional classrooms and flipping classrooms;students have difficulties in finding resources;and students have different learning abilities.They are based on the students of the Intermediate Chinese language class at the University of Northern Colorado,and they are teaching goals.The two groups with different levels were designed to reflect the concept of layered teaching,and to cope with the differences in the level of students in the Chinese international education class.