Abstract
The stimulation of students’ intrinsic motivation is an important factor in promoting the success of flipped classrooms. According to the theory of self-de- termination, colleges and teachers should break through the constraints of the social environment and start from the three dimensions of the technical environment, teacher teaching, and student learning to improve the quality of flipped classroom teaching. By constructing a technological environment which is conducive to students’ autonomous learning, carefully producing and designing micro-class videos, and establishing a supportive and harmonious teacher-student relationship, the basic psychological needs of students can be met, and the efficiency and effectiveness of flipped classrooms can be improved.
Highlights
The development of information technology has promoted continuous innovation in the field of education
According to the theory of self-determination, colleges and teachers should break through the constraints of the social environment and start from the three dimensions of the technical environment, teacher teaching, and student learning to improve the quality of flipped classroom teaching
At the beginning of the 21st century, the flipped classroom model, which originated in the field of basic education in the United States, has received more and more attention from teachers, schools, and researchers since it was introduced to the world by the Khan Academy
Summary
The development of information technology has promoted continuous innovation in the field of education. At the beginning of the 21st century, the flipped classroom model, which originated in the field of basic education in the United States, has received more and more attention from teachers, schools, and researchers since it was introduced to the world by the Khan Academy. In view of the potential advantages, the effectiveness of the flipped classroom model for the teaching. Some scholars have questioned the applicability and effects of flipped classrooms, thinking that students do not have good self-study habits, and the effect of pre-class work cannot be guaranteed (Hu, Cai, & Zhang, 2019), teachers and students rely too much on technical means (Chen et al, 2016), and some researchers even considered it to be a kind of “disruptive innovation” model (Li, 2014). Some teaching practices at home and abroad have confirmed that flipped classrooms have not effectively improved students’ learning effects (Strayer, 2012; Yin, 2016)
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