Research on Flip Classroom Teaching Mode

The concept of flipped classroom was first put forward by Alison King in 1993, and then upgraded and improved by Eric mazur, a professor at Harvard University in 1997. It subverts the traditional "lecturer-centered" teaching method and becomes "student-centered", which fully realizes the transformation of learning methods.

Generally speaking, it takes two steps for students to absorb and truly master knowledge, namely, accepting information and internalizing information.

In the traditional class, the lecturer spends 45 minutes explaining the knowledge, and most of the students' time and energy are spent taking notes with their heads down and listening to the class with their heads up. The classroom basically belongs to the lecturer's stage. Absorption and internalization are mainly accomplished by students reviewing their notes and finishing their homework after class. This method has been used by students and lecturers for many years. Its greatest advantage is that the lecturer's teaching progress is easy to grasp, and students will feel the sense of fullness in the classroom because of continuous knowledge input. But there is also a fatal shortcoming, that is, the work of absorption and internalization depends entirely on the students themselves. Once students' autonomous ability is weak, or they encounter difficult knowledge points and topics, the effect of internalization will be greatly reduced. This will have great resistance to the mastery of knowledge and the development of follow-up teaching.

Due to the above shortcomings, the flip classroom came into being. The lecturer will record the video in combination with the chapters before class and release it to the students. Students log in to watch the video and complete the steps of receiving information. In this way, after returning to the classroom, students will walk into the classroom with existing knowledge reserves and unsolved doubts. The main work in the classroom has become student exercises, group discussions, group reports and teacher comments based on video content, which greatly enhances students' participation and sense of integration. Through this combination of online and offline, the teaching process is fully controlled.

The preparation of flip class is extremely important for flip class, which is not only related to the amount of information received, but also related to the effect of absorption and internalization. The preliminary preparation includes the following four steps: teachers and students' thinking transformation, video content selection, video recording skills and video end detection.

Teacher-student thinking transformation

It has been four years since the first contact flip class on 20 16. It can be said that my understanding of the flip class is deepening step by step. I clearly remember that when I first heard the term "flipping the classroom", my heart was full of doubts. I feel that I have changed the transfer of knowledge from face-to-face teaching to video, and I am worried that students will not accept this new model. The knowledge classification before video recording is also very hasty, which leads to a large amount of recording. I have been working in the studio for two weeks. After the weekend class started, about 1/4 students said that this method was not suitable. The main reason is that many students in the weekend class are on-the-job employees, who often travel and have no time to watch the flip video, which affects the follow-up study. After the first semester weekend class, I further thought about flipping the classroom and tried to flip the classroom in the direction classes of major cooperative universities. Because the study time of college students is relatively fixed and abundant, the overall effect will be better than that of weekend classes and the degree of cooperation will be higher. Through the practice in recent years, I think the first step to realize the flip classroom is that teachers and students must change their concepts at the same time.

Instructors first need to understand the concept of flip, fully realize its significance and the necessity of implementation, and are willing to make efforts for it. Perhaps some lecturers will think that the implementation of flip class will disrupt the lesson preparation plan and consume a lot of extra time and energy. However, I want to say that in the first 1-2 years, the workload will indeed increase compared with previous years, but the benefits are also obvious. The increase of classroom activity time and the enhancement of students' internalization effect are all worthy of the lecturer's efforts. And two years later, some of the materials we prepared in the early stage can be reused. At the same time, after students complete internalization in class, they will reduce the answering tasks of lecturers after class and better ensure the work-life balance. When changing ideas, lecturers need to explain concepts to students, gradually guide students to adapt to the flipping process, and realize the necessity of active learning and continuous learning. Only when teachers and students change their ideas can our flip class have a stage to show.

Video content selection

The choice of content needs to be closely combined with learning objectives. Taking F6 Chapter I Personal Income Tax as an example, the teaching objectives include the judgment methods of British residents, the judgment of tax exemption and taxable income, and the calculation of personal income tax, with increasing difficulty. The purpose of flipping the classroom is to stimulate students' interest before class, so the recording content should not be too difficult or too much. Combined with the actual situation of students, I chose the judgment method of British residents and the calculation framework of personal income tax to record. Because it is the first time for students to contact the content of tax law, knowledge is objectively difficult and needs the context of knowledge to help them understand. Mind mapping? (iMindmap) is a software that I highly recommend, and the handout/teaching material can be explained in detail with mind map.

Video recording technique

Generally speaking, everyone's time to concentrate is very limited, so the length of each video must be considered. Usually 5-8 minutes is appropriate, and the longest time should not exceed 12 minutes. Each video will contain 1-2 knowledge points, so students will not have too much burden when watching it, and it is also conducive to using scattered time to study. Some chapters have more content, so I will record up to 4 videos for them to preview.

Video end detection

After the students' video learning, the educational administration teacher will help me check the preview of each student from the background. If it is not completed, the students will be urged in time. In addition, I will also test the video content watched by students, and I can easily quantify the preview of each student through the students' answers. I really know what I'm doing, and I laid a solid foundation for the later flip class exercises.

Flip classroom exercises

After watching the video, students will walk into the classroom with their understanding of the existing knowledge and a few unsolved doubts. Therefore, in the process of classroom practice, the lecturer must complete the role change from the speaker to the audience.

The common problem in many classes now is that there are many students. Taking ACCA class as an example, the situation of more than 40 people is becoming more and more common. If I used to teach, it might be difficult for me to take care of every student, let alone master every student's situation. Therefore, classroom activities are usually carried out in groups. For example, a class of 40 students can be divided into 8 groups with 5 students in each group, 1 group leader. And I will consider the characteristics of each group member when grouping, so that the follow-up discussion activities can proceed smoothly. If the preview before class is the "single-handedness" of students, then the practice in class is the "teamwork" of students. The exercise part includes the following three steps: consolidating the preview results, deepening and expanding knowledge, and absorbing and internalizing the display.

Consolidate preview results

For the parts that students have previewed, they can be further strengthened and consolidated. Taking chapter F 1 2 as an example, students learned the basic framework of PESTEL model through video. In the consolidation stage, each student in the group is responsible for one of the letters of PESTEL, and briefly explains the vocabulary corresponding to this letter and the extended knowledge that can be thought of. For example, economy can be extended to economic growth, interest rate, exchange rate, inflation, deflation and so on. First of all, in the process of students discussing memories, I will enter each group to listen, understand the basic situation, and answer questions at any time, and then let students report the discussion results. Finally, I will use multiple-choice questions to test the students' mastery. Putting cards is a very intuitive method, which will also enhance the interest of the class.

Deepen and expand knowledge

As mentioned above, the content of video recording should not be too difficult or too much. This also means that I will deepen and expand the students' existing knowledge in class. The advantage of this is that students can ask questions at any time in view of difficulties, so that knowledge can be digested in class. Take PESTEL as an example. The technology is complicated and can be explained face to face. The technology here not only refers to the improvement of production efficiency by science and technology, but also reflects the influence of science and technology on the whole organizational structure. Through all kinds of real-time communication software, the management width is expanded, the organization becomes flatter, and the communication cost and management cost are greatly reduced. Various network platforms make it possible to work from home. While reducing rental expenses, enterprises also give employees better work flexibility. In view of the special period of the epidemic, the deepening and expansion that should have been completed offline has also been transferred online. My biggest worry before class is that it is difficult to know the students' learning situation, and it is even more difficult to control the teaching effect. However, through these two months of teaching, I fully realized the extension of the flip mode. Through the Zoom platform, all students can enter the online virtual classroom. After all the students turn on the camera, they can get a general understanding of their understanding through their expressions. 1-2 knowledge points After each lecture, I will randomly ask my classmates to answer questions or summarize what I have learned, so as to achieve precise control. It can be said that whether at ordinary times or now, flipping the classroom can help me successfully complete the further transfer of knowledge and prepare for the next step of students' absorption.

Absorption internalization display

After the knowledge is explained, the last and most critical link is the display of students. SWOT is definitely a sharp knife for analyzing the business environment of an enterprise. It helps us from within the enterprise? (strong, weak) and external? (opportunities, threats) to analyze the environment. However, just knowing this is not enough. Students need to flexibly apply what they have learned to real cases or work scenes to effectively output knowledge. I drew up a case related to airlines, and asked the students to bring the learned model into the case for analysis. After the discussion, one student in the group wrote the blackboard, another student took the stage to explain, and other students supplemented, which fully ensured the students' participation and sense of integration.

In the process of using flip classroom, we always pay attention to and collect students' opinions and feelings. China students are very adaptable to spoon-feeding teaching, so they may encounter resistance in the initial stage of pushing forward flip teaching. At this time, the lecturer needs to do, first of all, not to be afraid of difficulties, and second, to instill the concept of flipping in students, so that students can fully understand the significance and the effect of flipping. Through observation and inquiry, we find that the first four weeks are the stage for students to adapt. After four weeks of adaptation, students can enter a new normal from passive learning to active learning, and from individual learning to group practice. At this time, what the lecturer needs to do is to keep the students' learning enthusiasm through interesting classroom activities. We also found that in the second half of the semester, students occasionally feel tired. At this time, the lecturer needs to make clear the requirements again to ensure the continuity of the flip class. At least three regular tests per semester can also help the lecturer control the process and keep abreast of each student's situation. 1/3 students can adjust the teaching progress and methods at any time if they have problems in mastering knowledge.

After a semester of flipping the classroom, I am delighted to find that in addition to mastering knowledge, students' communication skills have also been significantly improved. Take F 1 as an example. By the end of the semester, each student can already draw his own mind map and show it on the stage. This is very rare for students who are new to financial knowledge and have no financial practice background. Our survey data also proves this point. Nearly 90% of the students agree with the flipped classroom model, and 80% of the students think that the learning initiative and communication ability have been improved through this new teaching model.

For ACCA teaching, students' global test scores are also an important indicator of learning effect. Take F6 as an example, the global pass rate of the exam in June 20 19 was 52%, and all three classes in the cooperative colleges with flipped classrooms reached more than 60%, of which 1 class reached more than 70%. In addition, the number of senior students (70 points and above) has increased significantly, with students with 85 points and above. This fully shows that the use of flip classroom mixed teaching can achieve a double harvest of process and result.

After several years of flipping classroom practice, I have gained valuable experience and preliminary results. Of course, some problems worthy of reflection have been found in practice, mainly including the following four aspects: passive student guidance, design of different subjects, video recording and control, and reference from other courses.

Passive student guidance

The soul of flipping the classroom is to make students change from passive learning to active learning. Ideally, it can stimulate all students' learning enthusiasm and enthusiasm. For ACCA courses, before each class, the class teacher will check the video viewing records of all students from the background, and most students can ensure complete and timely viewing; However, we also find that there are still a few students who are used to passive teaching methods and lack enthusiasm for active learning. For the flip class, if students don't prepare in advance, it will be difficult to participate in class activities, and the effect of internalization will be greatly reduced. Therefore, for students with weak learning ability and self-control, how to grasp their participation and goal achievement is a problem worth thinking about.

Design of different themes

For ACCA, all subjects can be divided into two categories: partial calculation and partial writing. The subjects F 1 and F6 belong to just one of them. In my opinion, for different types of subjects, the design of flip class also needs to be distinguished. The language proficiency of China students is an unavoidable problem for subjects with deviation in writing such as F 1. Students often complain that they can't read or write the topic. So I will give students a vocabulary with pronunciation before class, so that they can remember it. Facts have proved that this method is very helpful for candidates to understand the handout, but it will weaken the understanding of the examination questions in context. Therefore, how to improve students' business English ability in a short time is an urgent problem to be solved. For F6 and other biased calculation subjects, the common problems of domestic students are unskilled Excel operation and poor calculation logic. Among them, Excel operation can absorb the opportunity of classroom internalization and let students practice on the spot. Poor calculation logic will make it difficult for examiners to judge scores, and then affect students' final grades, which is another problem that needs to be broken through in flipping.

Video recording control

ACCA course has a large knowledge capacity and relatively limited class hours. It can be said that each lecturer's class time is very valuable. If we can turn over the knowledge explanation part as much as possible, it will be very helpful to strengthen absorption and internalization in class. However, some chapters do contain a lot of content, which will cause great difficulties and even burdens to students if they are turned over comprehensively. Flipping is not an end in itself, it is just a means for us to achieve results. Therefore, how to control it is decided by each lecturer according to the nature of the subject.

Reference materials for other courses

At present, most of students' courses at school are still traditional teaching. For students, adopting two learning methods at the same time will cause a certain degree of impact. Therefore, university lecturers can also consider changing teaching methods or seeking other breakthroughs.

Summing up the exploration and practice in recent years, it should be said that the flip classroom has achieved phased results. It is true that there are still problems in the actual operation of flipping the classroom, but this is exactly where all colleagues need to think and improve. I firmly believe that through the mixed teaching based on flip classroom, students can complete the leap from passive to active, from isolation to * * *!

Author: Kong Ling, the international gold medal in East Asia, please do not reprint without permission.