Research On The Application Of Flipped Class Teaching Model Based On Peer Instruction

The Guidance Opinions on Further Promoting the Development of Informatization in Vocational Education promulgated by the Ministry of Education in 2017 pointed out that it is necessary to deepen the innovation of education and teaching models.“Flipped class” has changed the traditional classroom model,cultivated students' ability to study independently,promoted the development of personalized learning,and students changed from passive recipients of knowledge to active participants in knowledge building.The “Peer Instruction” can divide a lesson into several parts.Each part is designed with some concept test questions.Teachers take corresponding teaching measures according to the feedback information of the concept test questions,leaving more time for students to conduct in-depth discussions and let the class more organized and more controllable.This study organically combines the Flipped class with Peer Instruction,reforms and innovates the teaching mode,and designs a teaching mode suitable for classrooms in secondary vocational colleges,hoping to promote student self-study.In this study,the literature research method was used to collect and collate relevant literature of Flipped class and Peer Instruction,and questionnaires were used to understand the learning characteristics of secondary vocational students.Through interviews with front-line teachers in secondary vocational colleges,the teaching situation and implementation of secondary vocational teachers were collected.The feasibility of the new teaching model.According to the school's teaching environment and teaching conditions,supported by the constructivist learning theory,scaffolding theory,and blended learning theories,the Peer Instruction and Flipped class are mutually integrated to design “Flipped class teaching model based on the Peer Instruction”.Students from vocational colleges were used as experimental research subjects to conduct comparative experiments.Design and development of teaching activities based on the " Computer Application Fundamentals " textbook in secondary vocational colleges based on the Peer Instruction,focusing on the core concepts and skill requirements of each chapter,setting up concept test questions reasonably to grasp the teaching process and organizational discussions.The use of Flipped class to create micro-videos before class to allow students to complete the study in the form of small groups to improve student learning initiative and mutual assistance.Through the concept test questions in the classroom to understand the students' learning effects,through interactive communication to improve the effectiveness of Flipped class collaborative learning.After one semester's analysis of the final grades of students in the experimental class and the control class,it was found that the excellent rate and pass rate of the experimental class using the Flipped class teaching model based on the Peer Instruction were higher than those using the traditional teaching model.According to the observation and study in the classroom,students in the experimental class clearly found that their enthusiasm for learning was relatively high.The use of concept test questions in the classroom was indeed conducive to the development of classroom collaborative learning activities.Concept test questions made the focus of classroom teaching clearer and established.With a complete knowledge system,students' enthusiasm for participation in discussions is also very high,and classroom learning atmosphere is active.At last,the author makes a reflection on the research and puts forward some suggestions for implementing the “Flipped class teaching model based on the Peer Instruction” in the future.