Abstract
This chapter examines how teachers design flipped classroom instruction in high schools in Mainland China and what factors affect the design of flipped classroom teaching. The study utilizes a qualitative research paradigm and case study research strategy. The findings show that the flipping classroom design process consists of four main steps. There are the selection of instructional objectives, re-organization of teaching content, the selection of teaching methods, and the orientation of classroom assessment. Furthermore, the risk factors affecting teachers’ flipped classroom designs include the change in teaching beliefs, the change in student learning styles, diversified classroom evaluation, and the construction of a new teacher–student relationship. The conclusions and implications of the study mainly include the following five aspects. 1. Proper understanding of flipped classroom teaching beliefs; 2. Design of flipped classroom teaching activities effectively; 3. Help students change their learning style; 4. Let students become the agents of evaluation; and 5. Actively construct a new teacher–student relationship. These strategies are very helpful for teachers’ flipped classroom instructional design in Mainland China.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call