Study On The Influencing Factors Of Undergraduate Classroom Participation In Flipping Classroom

The main purpose of this study is to clarify the basic factors and theoretical basis of classroom participation in flipped classroom,and to construct a factor structure model of classroom participation in flipped classroom.To validate the research hypothesis and model,and put forward corresponding strategies to improve undergraduate class participation in flipped classroom.Firstly,this paper combs the literature about classroom participation under the environment of technical support teaching,and summarizes the influencing factors of classroom participation.Secondly,this paper constructs a research model on the influencing factors of Undergraduates' classroom participation in the flipped classroom environment,puts forward corresponding research hypotheses,and compiles relevant questionnaires.Finally,taking the students who participated in the course of "Network Technology and Application" of Nanjing University of Posts and Telecommunications as the main research object of this study,the data of classroom observation and questionnaire survey are collected and analyzed.After correlation analysis and regression analysis of the data,the hypothesis model is validated.And put forward strategies and suggestions to improve undergraduate students' classroom participation in the flip classroom.This study mainly adopts the methods of literature analysis and questionnaire survey.Classroom observation,data statistics and investigation are carried out on the course of network technology and application.This paper attempts to understand the changes of Undergraduates' participation in the reversed classroom teaching mode.And the actual subjective experience of learning in the flipped classroom,so as to analyze the actual impact of flipped classroom factors on undergraduate classroom participation.In order to improve the teaching practice of undergraduate students' classroom participation in flip classroom,the corresponding suggestions are put forward.The results of data analysis show that there is a significant moderate positive correlation between Undergraduates' classroom participation and classroom questioning,group discussion,pre-class self-study,classroom notes,critical thinking,knowledge transfer and learning interest.There is a significant negative correlation between Undergraduates' classroom participation and learning anxiety.Secondly,gender differences have no significant impact on Undergraduates' classroom participation in the flipped classroom environment.Based on this,this paper puts forward some strategies to enhance undergraduate students' classroom participation in the flipped classroom environment.It optimizes the design of flip classroom teaching,so that undergraduates have more opportunities to participate in the interaction of flip classroom collaborative inquiry.