Is the essence of flip classroom "learning before teaching"

As we all know, "Flip Classroom" is an exotic product, which originated from Woodland Park High School where two chemistry teachers, Jon Bogman and Aaron sams, are located in the United States and Khan Academy founded by Bangladeshi American salman khan. From the formal point of view, flip classroom is a teaching form in which students watch videos at home or after class and go back to class to do their homework. Therefore, some scholars think that flipping the classroom is a way to change the traditional teaching mode "teachers teach students first, then learn", and even think that it is essentially the same as the teaching mode of "learning first, then teaching" advocated by Yang Si, Jiangsu, Dulangkou, Hebei, Xinjiang, Shanxi and other places (that is, students learn independently according to the learning materials provided by teachers, and then teachers conduct targeted teaching). If we only look at the surface, this statement is not unreasonable, but in fact, the teaching mode of "flipping the classroom" and "learning before teaching" is essentially different.

First, the essence of flipping the classroom is not "learning before teaching". With the support of teaching video, flip classroom dispels the concepts of time and space in traditional teaching and realizes learning and interaction beyond time and space. A flipped classroom teaching process has to go through three stages: "Teachers create teaching videos (listening to lectures and recording lessons)-students watch videos to learn knowledge (listening to lectures)-classroom teacher-student interaction (deep processing of knowledge and deep mining of value)". Different from the synchronization of "teaching" and "learning" in traditional teaching, "teaching" and "learning" in flip teaching are asynchronous, and the classroom is not teaching and teaching in the traditional sense, but deep processing of knowledge and deep excavation of knowledge value. Teachers have actually completed the process of "teaching" when recording teaching videos; Watching teaching videos at home or after class is actually a "learning" process; In fact, the interactive discussion process back to the classroom is not a simple process of "teaching" or "learning", but a process of deep excavation and thinking improvement. Therefore, from the order of the teaching process, the flip classroom is still "teaching before learning", rather than "learning before teaching" as many scholars think. The change of flip classroom is the change of teaching time and space, not the change of teaching activity order.

Second, the essence of flipping the classroom is "Unicom education". Flip classroom is essentially a problem-solving learning method based on autonomous learning. It is mainly realized through "four Unicom", so the author calls it "Unicom education"

The first Unicom is the Unicom inside and outside the classroom. This is the deconstruction and reconstruction of the time and space of traditional education. Extracurricular and classroom are two different time and space. Extra-curricular time and space have great flexibility, which is suitable for personalized autonomous learning with great differences. The time and space in the classroom are relatively fixed, which is suitable for coordinated learning. In the "flip classroom", the time and space of teaching and learning have changed. Teachers' teaching time is mastered by learners before class, and learners can add or subtract according to their own level. Teachers reduce teaching time according to the actual situation in the classroom, leaving students more time for learning activities and solving their own problems. By transferring what was originally taught in class to outside class, the time for communication between teachers and students in class and group cooperative learning among students is increased.

The second Unicom is the connection between students' personalized learning and teachers' caring service. The core of digital learning is personalized learning. Teachers have changed from monopolists of knowledge to instructors and managers of students' learning. In the flip class, students become the center of the learning process. They need to build knowledge by completing real tasks in actual activities. Some people think that flipping the classroom reduces the role of teachers. In fact, teachers are still the promoters of students' learning activities. First of all, students can control the rhythm and way of watching videos after class, but the teaching videos that students watch after class are all selected by teachers or even recorded by teachers themselves. The problems that students need to think and solve after class are also designed by teachers. Secondly, in the class discussion stage, although it is the students' business to find and solve problems, the time arrangement and activity rhythm are still decided by the teachers.

The third Unicom is the Unicom of online learning and offline learning. Yu, the boss of New Oriental, said that the combination of online and offline education in the future will make any education field even more powerful. There will be many educational models in the future, and the most powerful educational model must be the combination of online and offline education model. The author believes that a more scientific and ideal model is to solve sexual problems online and personality problems offline. Students gain basic knowledge by watching high-quality teaching videos of famous new teachers online, and deepen their understanding of knowledge through face-to-face heated debates offline. The essence of Internet education is the enjoyment of high-quality learning resources. Most of the teaching videos needed for flip teaching should be provided by professional institutions for free or for a fee. Front-line teachers only need to produce some teaching videos that are not provided by professional institutions according to the actual needs of our school, such as school-based courses.

The fourth connection is the connection between knowledge and wisdom. Learning more knowledge can make people smart, but it doesn't necessarily make people smart. Flipping classroom is not only knowledge education, but also wisdom learning, and it is an organic combination of knowledge education and wisdom education.

In order to ensure that the promotion of flip teaching in China will not deviate from the initial goal, we must pay attention to and be alert to a problem in flip teaching practice, that is, "pseudo-flip classroom". The author believes that "four links" is the best test standard for true and false "flip". The essence of flip classroom is "four links", so the author prefers to call it "Unicom classroom" or "Unicom teaching" Some people regard flip teaching as a "subversion" of traditional school education. The author thinks that this will easily lead to misunderstanding of the flip classroom and the resistance of society and parents to the flip classroom. The author thinks that flipping the classroom is a change in the way of teaching and learning under the internet technology, but it is not a subversion of traditional school education, but just an improvement and perfection. Student-centered education has become an inevitable trend. The development of information technology has more and more obvious influence on students' learning style. School education should not turn a blind eye, but should actively respond.

The third is the "confusion" caused by the theory of "learning before teaching". The concept of "learning before teaching" in the classroom is reversed, and the essence of the classroom is reversed, which leads to many wrong practices in teaching experiments.

The first mistake: let the students watch the lecture video at home or after class, but the teacher is still not at ease. Say it again in class, squeeze out the interaction between teachers and students and discuss the study time. One of the purposes of flip teaching is to help students master the basic knowledge in the shortest time with the help of family or after-school teaching videos, and to free up classroom time for teacher-student interaction, individual counseling and students' personalized development. It is a waste of valuable study time for teachers to repeat lectures.

Mistake 2: The teacher assigned the learning task of watching videos, and also assigned heavy homework, which increased the burden on students and caused parents' misunderstanding and opposition to flipping teaching experiments. After watching the lecture video, interactive learning, research and exchange, most of the learning tasks have been digested and absorbed, and only a small amount of homework needs to be arranged and completed in class, and there is no need to arrange and complete a lot of extracurricular homework.

Mistake 3: Some teachers turn over the teaching experiment in a conservative way, such as "turning over in class", and choose to watch the teaching video before class for 10 to 15 minutes, and then carry out discussion-based learning. One of the biggest benefits of flipping the classroom is to break through the limitation of classroom time and space, so that time can have more time to explore knowledge. Students can watch teaching videos at home or after class according to their own rhythm and way, gain knowledge and improve their initiative and personality in learning. Although this "in-class flip" method uses information technology, it is still a traditional "rush March" teaching, which neither allows students to master their own rhythm, violates the law of personalized learning, nor breaks through the time and space limitations of the classroom, nor embodies the advantages of flipping the classroom. It is a fake "flip".

Therefore, in the flip teaching experiment, it is very important for teachers to master the spiritual essence and correct operation process of the flip classroom.