Design And Application Of Procedural Feedback Under The Flipped Classroom Teaching Mode

Under the concept of 'the undergraduate-oriented principle' of higher education,flipping the classroom has become an important method of current teaching reform,which contains greater educational value and has become the mainstream teaching model at home and abroad.But there are still many problems in research and practice.For flipped classrooms,instructional design is a key factor.Instructional design includes elements such as objects,goals,strategies,processes,and evaluations,of which feedback design is an important factor in its teaching process.Therefore,this study explores the constituent elements of procedural feedback in order to construct a procedural feedback model in the flipped classroom teaching model that can be used as a reference for college classroom teaching,so as to improve the quality of classroom teaching and help pre-service teachers in kindergarten.This research adopts research methods such as action research method,questionnaire survey method,content analysis method and interview method.First,review the literature on the flipped classroom,feedback,and process feedback,clarify the relevant concepts,and determine the theoretical basis.Secondly,the design model of process feedback in the flipped classroom teaching mode is constructed.In this study,starting from the three parts of learning environment design,teacher intervention design and classroom application design,the preliminary design of the process feedback in the flipped classroom teaching mode is carried out.The design of learning environment includes two parts,online-formal learning environment design and offline-formal learning environment design.Teacher intervention design includes four parts,process design,type design,form design and content design of process feedback.Classroom application design includes lessons.There are three parts,pre-autonomous learning,in-class flip learning and after-class summary and reflection.Finally,an empirical study was conducted.In this study,the basic course of preschool education 'Principle of Preschool Education' was selected as the implementation course,and the undergraduates of the preschool education major of S school were used as the research object.And other tools to collect data,and use NVivo11 and SPSS22.0 to encode and count relevant data,and continuously improve the design of process feedback in the flipped classroom teaching mode during the three rounds of action research in planning,action,observation and reflection.The design model of process feedback in flipped classroom teaching mode has achieved good application effect.The research results show four conclusions.Firstly,this study constructs a theoretical design model of process feedback in the flipped classroom teaching mode,which has certain practical guidance significance.Secondly,this study designs a process feedback intervention strategy for teachers who promote flipped classroom learning.Thirdly,this study carried out empirical research and tested the application effect of the process feedback design model,and concluded that the process feedback in the flipped classroom teaching mode has a positive role in promoting the learning ability of pre-service kindergarten teachers.Fourthly,this study broadens the thinking of the curriculum reform of pre-school education under the background of 'the undergraduate-oriented principle'.