Research On The Problem Generation Strategy And Its Value In The Flipped Classroom

Under the demand of information technology integration,blended learning,represented by flipped classroom,has been widely used.However,practical problems such as the lack of quality of students' learning before class has become the biggest challenge facing flipped classroom teaching.Active questioning is the expression of students' deep-seated learning behavior participation and cognitive involvement,which can promote students to independently guide pre-class learning,monitor and reflect on the cognitive process.So how to make full use of students' active questioning in the process of self-regulated learning before class to promote students' deeper involvement in the cognitive process and perceive the process and quality of “pre-class learning”? Through design and practice,the research will be conducive to the development of flipped classroom and the improvement of the quality of self-regulated learning.Firstly,based on the three semester teaching experience of our research team,combined with the existing research results and related theories of problem generation,this research constructs the problem generation strategy in flipped classroom.The strategy including three basic elements: trigger mechanism,evaluation mechanism and feedback mechanism.O n the base of the existing research and teaching experience,we make a hypothesis about the value of problem generation strategy,which provides direction and thinking for demonstrating the value of the strategy from the practical level.Then design a single group of pre-test and post-test experimental research implementation scheme,which is applied to the flipped classroom of algorithm and data structure of 2018 education technology major in a university in Nanjing,collect and analyze relevant data through questionnaire survey,semi-structured interview,content analysis and other methods.Finally,according to the thought of the hypothesis of the strategy's value,this paper demonstrates the influence and value of problem generation strategy on students' cognitive development and teachers' instructional design from the practical level in the flipped classroom.The research results show that the implementation of problem generation strategy in flipped classroom can help to improve students' metacognitive reflection ability and problem awareness,and make them more actively participate in self-regulated learning.It can help to stimulate students' deep thinking,make them more involved in the cognitive process,and then improve students' self-regulated learning effect.It is helpful for teachers to understand and analyze students,make detailed teaching objectives,optimize teaching content,predict problems encountered by students,and carry out effective teaching reflection,which plays an important role in improving teachers' teaching design ability.The level of the problems of students' generation can reflect the thinking depth and quality of students' independent learning before class.It is an important indicator for teachers to evaluate the learning effect of student in flipped classroom,and can predict the achievement of students' result cognitive goal to a certain extent.