Flipping the classroom has become an effective way to improve the quality of teaching in many vocational colleges due to the deepening of learning, the cultivation of students' ability and the improvement of classroom efficiency. However, the success of flip teaching is also a prerequisite. Whether these conditions can be solved is the key to the success of teaching.
First of all, from the perspective of students, students are mostly accustomed to passive learning.
Although the flipping classroom gave the initiative to the students, the domestic students have long grown up in the teaching mode of exam-oriented education, lacking the initiative of learning, and rarely have the habit of actively preparing for homework. At the same time, the domestic evaluation system is mainly based on the results of the test on the face-to-face test, which makes it easy to become a single, rigid mechanical production process for training students. The students also lack the awareness of thinking, questioning and criticism, so that they do not really understand the knowledge. The value of learning does not really experience the process of scientific inquiry.
Secondly, from the perspective of teachers, the professional level of teachers needs to be improved.
Flipping the classroom requires teachers to have sufficient digital curriculum design skills, but many domestic vocational college teachers lack the computer multimedia hardware and software operation capabilities, multimedia teaching design capabilities and multimedia and teaching integration capabilities. The inadequacy of these abilities is directly attributable to the inability of teachers to integrate technology into teaching and to design and produce digital textbooks. Insufficient level of instructional design can not only cause students' interest in learning, but still inculcate rather than inspire, but it will make students more difficult to learn. Such a flipping classroom may become a flip and then return to the original place and flow in form.
Second, from a family perspective, it takes up the student's private time and equipment.
The flipping classroom converts the part of the traditional teaching that belongs to the classroom into a digital textbook, and allows the students to learn in advance at home. This will reduce the student's original family life time. Although most urban families have already popularized computers, many families in rural and mountainous areas do not have computers, and even if there are computers with computers that are not all able to access the Internet, teachers still need to consider the gap between urban and rural areas and individual poor students. Family status.
It can be seen that the implementation of flip classroom teaching in vocational colleges is a shock and challenge to traditional teaching. Although it can play a positive role in promoting the reform and development of schools, in response to the above challenges, vocational college teachers are using flip In the actual teaching of the classroom, you need to pay attention to the following questions.
First, the design of digital textbooks before class requires attention.
The design principle of pre-class digital textbooks is to effectively promote students' learning, memory and understanding. Therefore, teachers should re-adjust the teaching objectives, decompose the teaching content, clarify the teaching progress, design online operations and online tests, etc., and reconstruct a more systematic teaching unit; We must also organize the study task list to help students to define the content, goals and methods of self-learning before class, and provide corresponding learning resources, so that students can carry out independent learning according to their own needs and self-determination. At the same time, flipping the self-study materials in the classroom can not only transfer the traditional courseware PPT or the 45-minute lecture video directly to the online teaching platform. In order to confirm that the students watch the video seriously, the interaction is also very important. The teacher can finish the video. Design a quiz, if the student answers the mistake, it will be taken back to the unit of the subject in which the answer appears, so that the student can re-learn once. In addition, the digital textbooks provided by the teachers to the students' self-study videos are mainly based on their own production. If too many external resources may weaken the professional image of the teachers and the students' trust in the teachers, they should be avoided. Moreover, the digital textbooks are not necessarily video, animation, e-books, handouts, PPT and other resources are available. Because students have different learning habits, the textbooks are best presented in a variety of ways for students to choose.
Second, the design of classroom learning activities requires attention.
The design principle of classroom learning activities is to guide students to think and discuss. Therefore, the key to real success in flipping classrooms lies in the interactive elements in the classroom. The teaching activities designed by vocational college teachers should be able to fully utilize the opportunities of interaction to guide students through the problem. Solve and actively learn and think. In the flipping classroom, the teacher can't let the students discuss or self-study on their own, nor can they give the students all the answers directly, otherwise the teacher will become the machine for answering questions. Therefore, the main teaching principle of teachers in flipping classrooms should be: teachers do less and let students do more; teachers should give less advice and give students more opportunities to discover. At the same time, classroom learning activities can adopt a student-centered teaching model. For example, teachers can adopt a problem-oriented learning method, which is a learning method that guides learning by problems. The learning model is characterized by learning. Before the event, the student is thrown a question, and the student exercises how to find, analyze, and solve the problem through the problem situation. In addition, the main purpose of flipping the classroom is to create meaningful learning based on students. Therefore, teachers must consider the appropriate subjects, learner characteristics, online teaching materials and teaching activities when using flip teaching. Practice a successful flip classroom. When using the flipping classroom, the teacher should also grasp the opportunity. When the students start at the beginning of the new school year, the teachers adopt the teaching mode of flipping the classroom and the students are easy to accept, and there is no rejection mentality. If the teacher announces that he wants to change from traditional teaching to flip teaching during the semester, it is easy for students to resist when they face changes. Therefore, flipping the classroom is just one of many teaching methods. It is not necessary to flip every class, and teachers can use it flexibly and flexibly. When teachers start to use the flipping class, they can do their best. At the beginning, they can try different subjects to flip a class every week, and then make appropriate adjustments according to the students' adaptation.
Third, the effective development of cooperative learning requires attention.
The 21st century is no longer an era of single-handedness, but an era in which we need to cooperate and learn together. Through joint learning, you can increase your personal knowledge and team knowledge, enhance the process of knowledge absorption and internalization, and increase the accuracy of learning. The smooth development of cooperative learning in the flipping classroom is a key to effectively achieving teaching goals and achieving teaching success. Vocational college teachers can learn from some successful experiences of “learning community†at home and abroad, and use the “learning community†cooperative learning to help students master new knowledge and develop new abilities. For example, teachers must fully communicate with students to allow them to fully understand the process of learning the community and communication skills. Teachers can take group-based collaborative learning with complementary task assignments. Each group of 4-5 members will be given priority to classmates in the same room, so that they can learn from each other and are more conducive to interaction. At the same time, teachers should adopt a heterogeneous grouped cooperative learning model, so that each group of students can cover different personalities and expertise as much as possible to increase their chances of learning from each other. In the process of learning, teachers should guide students to use old knowledge and experience, and use conversation, reading, discussion, etc. to actively explore and construct new knowledge. Teachers should pay attention to the opportunities for students to express themselves and ask students to write their own opinions before each group discussion. Teachers should create a free and open atmosphere in the classroom, relieve students of their fear of speaking, and enable students to learn collaboratively, collaborate and share experiences with each other. Throughout the learning process, teachers can use the process of “think-publish-discussion-provide feedbackâ€, which allows students to clearly understand the performance they have during the discussion, so that students can improve in the process of learning together regardless of their ability. Learning effectiveness.
In summary, in the flipping classroom, the teachers in the vocational colleges are transformed from the instructors of knowledge to the guides of learning, which strengthens the students' independent learning and returns the learning initiative to the students. The students no longer only passively accept knowledge, but It is necessary to participate in the construction of knowledge, and thus to achieve the educational ideals of teachers in accordance with their aptitude and students' self-learning. Therefore, the meaning of flipping the classroom does not only mean that the combination of teaching and technology can enhance students' learning outcomes. More importantly, learning tools have promoted the breakthrough in the time and space of teaching and learning. Therefore, teachers should also break free from the constraints of traditional education, expand the teaching horizon, and lead students into the flipping classroom to carry out the learning revolution, so that each student can internalize the knowledge he has learned and get the ability to take away.
(Author: Zhuang be,: Guangzhou, Meizhou Jiaying Teachers College Branch)
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