Abstract
The information age puts forward higher requirements for talent cultivation, and talents with independent learning concept and innovative spirit are urgently needed. As an activity of cultivating people, education plays an important role in promoting students' participation and cultivating students' subject consciousness, while Flipped Classroom provides a new way for that. This study combines the cultivation of subject consciousness with the practice of Flipped Classroom. Firstly, by analyzing the literature, three dimensions of subject consciousness are concluded: self-consciousness, social consciousness and practice consciousness, and the activities, strategies and evaluation of flipped teaching are designed. Then, the flipped mode and instructional design are applied to the teaching of public computer courses, which experienced two rounds of teaching practice. Finally, by comparing the experimental group with the control group and the longitudinal comparison of the time series, it is found that the flipped mode can effectively stimulate students' subject consciousness, and there is an obvious symbiotic relationship between the students' subject consciousness and performance; and it forms the strategy and effective model of cultivating students' subject consciousness.
Highlights
1.1 Research BackgroundAs a kind of social practice to cultivate people, education is responsible for improving the students’ subjectivity and subject consciousness
The evaluation methods used in this study are as follows: (a) Self-evaluation -- Self-evaluation in this study is carried out from two aspects: one is to ask students to consciously and actively evaluate their own independent learning, learning task completion, and understanding of knowledge points; the other is to fill in the subject consciousness questionnaire
This round aims to explore whether Flipped Classroom can improve students' subject consciousness and how it affects students' performance
Summary
As a kind of social practice to cultivate people, education is responsible for improving the students’ subjectivity and subject consciousness. Each country has attached great importance to the cultivation of students' subject consciousness. Japan proposed to cultivate “Japanese with subject consciousness” as their educational goal. South Korea emphasized the concept of "whole person" in educational goals, which intend to cultivate "healthy, independent and creative people". Since the 1990s, the education trend of "subjective education" has emerged in China which emphasizing on the potential and ability development of each individual. Due to the limitations of traditional educational thoughts and evaluation mechanism, there are still many educational phenomena that ignore students’ subjectivity in some classroom. The phenomena include dull classroom atmosphere, less independent learning time, lower awareness of innovation and problem-solving ability. If students do not learn how to learn, it is difficult to adapt to the changing environment and keep pace with the age
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