Application of flipped class model in special population nutrition bilingual teaching

Abstract

Objective To investigate the students' perception and effectiveness of the flipped class model in bilingual education in special population nutrition class. Method Two classes of Shanghai Uni-versity of Traditional Chinese Medicine were exposed to either the flipped class model or the traditional class model. In the flipped class model, the students were provided a wealth of teaching resources such as short vid-eos before class. In addition, a series of pedagogical approaches were used to develop the students' cognitive ability. The questionnaire survey and class quiz were employed to evaluate the students' perception and effec-tiveness of the flipped class model. Results The students in the experimental group have signifi-cant higher scores in professional vocabulary section [(23.10±0.71) vs. (21.10±0.67)], listening and speak-ing section [(21.20±0.78) vs. (19.00±0.74)], essay questions section [(37.80±0.96) vs. (34.40±1.15)], and total test scores [(82.20±1.50) vs. (74.50±1.52)] than did the students in the control group. In addition, the flipped class model ignites the students' learning interest, reduces the learning anxiety, and develops their learning autonomy. Conclusion The flipped class model is a highly effective means that promotes the student centered active learning. This study provides reference for implementation of the flipped class model in Chinese medical bilin-gual education. Key words: Flipped class model; Nutrition; Bilingual teaching