Abstract
Through autoethnography, this study conducted the process of transforming the stories of 'myself' experienced while applying the flipped learning teaching method liberal arts and food service majors at university . Through this process, I reflected on personal experience in a CLAC course and provided insight into its educational meaning and value. With this knowledge, this study focused on 'Pursuit of Flipped Learning Teaching Method', 'Performance of Flipped Learning Teaching Method', and 'Reflection on Flipped Learning Teaching Method' as an autobiographical participation timeline in the flipped learning teaching experience. In liberal arts and food service major classes , the jump learning teaching method was noted to improve battery thinking, problem solving, self-directed learning ability, resilience, capacity building, and cooperative learning. Development of an 'industry-academia-linked flipped learning teaching method' is needed to strengthen the cooperative technical skills and capabilities of food service majors, where improvement is only needed in actual field and scale. Furthermore, it is necessary to develop a flipped learning teaching model that includes strengthening basic learning skills for students who lack basic learning in liberal arts subjects.
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