Classroom Teaching Model Research Articles

Exploration and Practice of Flipped Classroom Teaching Mode Based on Outcome-based Education

Combined with the teaching objectives and specific requirements of the "Energy Storage Technology " course, this paper explore the practical application of the flipped classroom teaching model based on the Outcome-based Education (OBE). An output-oriented and student-oriented teaching mode is constructed, and an evaluation system and teaching reform feedback mechanism with the process assessment link as the core are established based on this teaching model, which provides a reference for the teaching reform of other courses.

An Empirical Analysis of Social Interaction in Online Teaching in Open Universities Based on Flipped Classroom.

As a teaching model, flipped classroom can stimulate students' learning interests and promote students' positive social interactions. As an adult university relying on information technology to carry out online teaching, open universities need to pay attention to the online learning quality of adult students. This study attempts to apply the concept of flipped classroom to online teaching in open universities. While exploring the feasibility of the online flipped classroom teaching model, it adopts an equal group experiment method, content analysis method, and social network analysis method to compare the social interaction level difference between online teaching based on flipped classroom and conventional online teaching. The results show that online flipped classroom has a positive and significant impact on student's cognitive processing level and knowledge construction level and can promote groups to form complex knowledge network forms. This shows that network teaching based on flipped classroom can exercise students' high-order thinking ability, enhance students' cooperative consciousness and behavior, and stimulate students' subjectivity in learning. The purpose of this study is to provide references for promoting interactive behavior and quality in online teaching.

Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion

Following the growth of educational informatization, the integrated adoption of the Internet in classroom teaching has facilitated the change of instructional pattern from the conventional instructional pattern to a novel information-based instructional pattern. Based on the background of “Internet+,” a variety of new information-based classroom teaching models have emerged. However, in practice, there are still many deficiencies due to the immature application of the model. This paper proposes to use the design-based research paradigm to construct and optimize the teaching mode, and to clarify the design principles of the teaching mode. This paper analyses and designs the English lesson instruction pattern in the distributed information convergence condition from five dimensions: theoretical foundation, online instructional setting, instructional targets, instructional events, and instructional assessment, which construct an instructional pattern. It adopts the method of combining quantitative research with qualitative research and combines the experimental method, questionnaire survey method, classroom observation method, and interview method to assist the research. Through the investigation of 122 valid data, it is shown that the overall amount of classroom codes before the experiment is 57, and the overall amount of classroom codes after the experiment is 150. There is a big difference between the two. It validates the effectiveness of the English lesson instruction pattern in distributed information integration terms in improving students’ English achievement, cooperative learning ability, information literacy, and problem-solving ability.

Mind mapping promotes the application of flipped classroom teaching model in the teaching of inorganic chemical elements compounds

The research is supported by Yancheng Teachers University Education and Teaching Reform Project (2021YCTCJGY005) Abstract The application of mind mapping combined with flipped classroom teaching model in the teaching process of inorganic chemical elements is conducive to the cultivation of comprehensive abilities of chemistry students, such as logical thinking, creative thinking and problem inquiry. Mind map is conducive to connecting the fragmented knowledge points in the flipped classroom teaching process and stimulating students' learning initiative. In class, the teacher tested the effect of students learning first through the designed mind map framework and guided students to improve the filling. Mind map helps students to construct an whole knowledge structure, promotes knowledge functionalization and programming.Using mind map as the carrier, it promotes flipped classroom teaching to achieve the goal of knowledge systematization and literacy. Key words: Flipped classroom, Mindmap, Elemental compounds, Inorganic chemistry DOI: 10.7176/JEP/13-30-15 Publication date: October 31 st 2022

Research on College English Flipped Classroom Teaching Model Based on Micro-class

The teaching model of flipped classroom based on micro-class is the focus of global education in recent years. It realizes the reversal of teaching process between knowledge imparting and knowledge internalizing. It also transforms the roles of classroom and teachers and students. This new teaching model has the characteristics of flexibility, timeliness, openness, modularity and multimodal input. It is helpful to realize students’ personalized learning and create a good language learning environment for students. This paper analyzes the feasibility of applying flipped classroom model based on micro-class in college English teaching by studying the concepts and features of micro-class and flipped classroom, the features of college English teachers and students, the current English teaching model, as well as the teaching environment. It also explores the flipped classroom teaching in theory and practice.

Research on College English Flipped Classroom Teaching Model Based on Micro-class

The teaching model of flipped classroom based on micro-class is the focus of global education in recent years. It realizes the reversal of teaching process between knowledge imparting and knowledge internalizing. It also transforms the roles of classroom and teachers and students. This new teaching model has the characteristics of flexibility, timeliness, openness, modularity and multimodal input. It is helpful to realize students’ personalized learning and create a good language learning environment for students. This paper analyzes the feasibility of applying flipped classroom model based on micro-class in college English teaching by studying the concepts and features of micro-class and flipped classroom, the features of college English teachers and students, the current English teaching model, as well as the teaching environment. It also explores the flipped classroom teaching in theory and practice.

Factors Influencing Analysis for Level of Engineering English Education Based on Artificial Intelligence Technology

The essence of English for engineering is English for professional purposes (ESP). The assessment of the level of education in engineering English classrooms is one of the key issues currently being discussed in all schools. While the traditional English classroom teaching model has been criticized due to many problems, the changes in the new English curriculum and the changes in the assessment methods have also created new demands on the English teaching methods. The artificial intelligence technology brings a new direction for the optimization of English classroom, and it also provides new support for the realization of intelligent and collaborative English classroom teaching. In view of the current situation that the college English teaching evaluation mode is still dominated by summative evaluation, this paper summarizes the current problems of poor teaching effect, unbalanced ability cultivation, and mismatch between evaluation and teaching in engineering English. On this basis, it adopts the BPNN network combined with the interactive mechanism of English teaching to establish a multi-dimensional interactive English learning framework of teacher, student, corpus, and AI resource base. And the BPNN algorithm process was optimized using the gray wolf algorithm to improve the engineering English teaching model. Finally, an experiment on teaching engineering English was conducted within a university, and the experimental results showed that teaching objectives, teaching contents, teaching methods, and teaching effects had important effects on teaching effectiveness. In addition, the teaching framework constructed using the improved BPNN algorithm was better in terms of the learning effect at the same time, especially in writing, during the teaching process. Finally, the experimental results show that BPNN optimized by gray wolf algorithm can achieve better teaching effect than BPNN.

A Brief Study on the Efficient Classroom Teaching of Primary School Mathematics under the Smart Classroom Teaching Model

A Brief Study on the Efficient Classroom Teaching of Primary School Mathematics under the Smart Classroom Teaching Model

An English Flipped Classroom Teaching Model Based on Big Data Analysis.

In order to improve the defect that the quality of English flipped classroom teaching cannot be quantitatively evaluated, an English flipped classroom teaching model based on big data learning analysis is proposed. In the English flipped classroom teaching mode, which applies the flipped classroom teaching mode, the classroom teaching links are changed, the preview feedback, joint answer and question between teachers and students, classroom teaching, and teachers' questions are taken as the key links of classroom teaching, and the teacher education and school management system are improved, so as to complete the reform of English flipped classroom teaching mode. The convolution neural network is used to extract the evaluation text features, mine the association rules of massive evaluation text data through the Apriori algorithm, determine the evaluation index of English flipped classroom teaching quality, and complete the evaluation of English flipped classroom teaching quality by using the decision tree method in big data analysis. The experimental results show that the proposed method can quantitatively evaluate the quality of English flipped classroom teaching by using the evaluation text, and the evaluation accuracy and recall rate are higher than 98%, which can realize the objective evaluation of English flipped classroom teaching quality.

Analysis and Practice of Using Modern Information Technology for Classroom Teaching Mode Reform

In the context of continuous technological progress, the application of information technology in the field of education has gradually opened the door to innovation. The integration of information technology and curriculum is the use of information technology to present the curriculum in a new way in the teaching process. Therefore, compared with the traditional teaching mode, the integration of information technology and curriculum is more flexible and can show the boring classroom vividly and graphically in front of students, thus motivating students to learn actively and improving classroom efficiency. In recent years, with the continuous development of computer technology, the rise of information technology such as data analysis and the Internet of Things has caused a wave of “Internet+” education. With the promotion of education informatization, the smart classroom has been developed based on modern education technology. As a result, the classroom teaching mode based on modern information technology has become one of the hot spots for research. As a product of the integration of new technologies and teaching, the smart classroom creates a better learning environment for students with features such as intelligence, diversity, and personalization. At the same time, this teaching model gradually cultivates the information literacy of teachers and students while improving learning effectiveness. Also, with the rapid development of modern information technology, integrated teaching has become a popular and common teaching method. In this context, integrated teaching has a great impact on traditional teaching methods. This requires teachers to make corresponding changes in classroom teaching methods, approaches, and strategies in line with the trend of the times. However, although there are many changes, the corresponding teaching theory has not been updated. While modern information technologies such as artificial intelligence and big data have been widely used to track, collect, and analyze human behavior, it has been difficult for teachers to integrate these technologies into their teaching to help them teach effectively. In recent years, a growing number of experts and scholars have joined the discussion on instructional design that incorporates modern information technologies. There is a need to explore how to teach students in depth through big data and other tools, but there is no complete theoretical chain. Therefore, it is necessary to explore the reform and practice of modern Internet-based classroom teaching models. This study begins with an understanding of the current utilization of smart learning platforms in some schools and the teaching needs of IT subjects. After identifying the value of the IT smart classroom teaching model, the current research status of the smart classroom is outlined, and related concepts and theories are outlined and understood. After that, the characteristics of smart classrooms are summarized, and the traditional classroom, flipped classroom, and smart classroom are compared and analyzed.

The Combination of Production-Oriented Approach and Flipped Classroom Teaching Model: An Experimental Research in the Listening and Speaking Class in Chinese Senior High School

The widespread adoption of a production-oriented approach (POA) in classroom instruction design has established its operability and effectiveness in foreign language teaching. This study constructs a teaching model combining POA and flipped classroom teaching model to enhance the oral production ability of high school students. The model was applied to oral English teaching in an experimental class, and a paired-sample t-test was conducted on the pretest and posttest scores of the class to validate the effect of the model. Then, an interview was conducted to survey students’ attitudes toward spoken English. We observed significant improvement in students’ oral English ability and their interests in spoken English. Furthermore, the application of the new teaching model transformed the traditional input-driven teaching into output-driven teaching, fully mobilizing students’ subjective initiative in learning the English language.

Research and Application of Smart Classroom in Surgical Practice Teaching

With the advancement of science and technology as well as the rapid development of next generation information technologies, such as big data and artificial intelligence, smart classrooms have emerged as the times have demanded. Adopting innovative teaching modes in smart classrooms allows the realization of various teaching techniques that cannot be achieved in traditional classrooms. Especially for some courses in medical schools, due to changes in the medical environment and the improvement of patients’ awareness of medical rights and interests, the traditional teaching methods are becoming more restricted. For example, in clinical surgery, due to the increasing number of medical students in recent years and requirements for strict aseptic principle adherence in operating rooms, practical teaching has encountered great restrictions, thus preventing it from meeting the needs of students. In order to solve this problem, this research constructs a smart classroom teaching model for surgical practice teaching based on hardware equipment, such as smart classrooms, interconnected surgical mobile broadcast equipment, and intelligent medical simulators. Through this teaching model, the teaching effect and quality are further analyzed, laying a foundation for smart teaching in future medical courses.

Effectiveness of Social Participation Courses Applied in the Disaster Prevention for Taiwanese K-12 Education

The development of disaster prevention literacy is not listed as a compulsory course in the K-12 education system in Taiwan, and there are very few academic departments that focus mainly on disaster prevention education in the domestic higher education system. For Taiwan, where disasters are relatively frequent, it is indispensable for every citizen to have the proper disaster prevention knowledge and response skills. In recent years, education courses related to disaster prevention have been gradually set up in general education courses in universities and colleges in response to the trend. This study took students of the elective courses on disaster prevention education in the general education courses of universities as the experimental subjects. Supplemented by the social participation course operation model, the cooperation of team members during the course can bring students a different experiential value to further achieve the teaching goal of improving learning achievement and feedback. It was found from the research results that: (1) the appropriate disaster prevention course arrangement can bring positive and significant effects on the dimensions of perceived experience and team interaction; (2) the learning mode of the university disaster prevention education course, combined with the social participation course operation model, was helpful to the improvement of experiential value and learning achievement; (3) the mediation regression analysis showed the cooperation mode of group team members’ interaction did have a partial mediation effect in terms of experiential value, as well as learning achievement and feedback compared with the traditional pure classroom teaching model. The research results indicated that the teaching effectiveness of the disaster prevention education course for college students with the social participation course operation model was good.

Teaching Quality Evaluation Model of a Flipped Classroom in Colleges and Universities Based on Support Vector Machine

The systematic evaluation of teaching quality in colleges and universities is an important factor, which makes the systematic evaluation of teaching quality in colleges and universities very complex and makes the systematic evaluation of teaching quality in colleges and universities unable to describe a variety of teaching quality directly or indirectly. Therefore, a quality evaluation model of flipped classroom teaching in colleges and universities based on support vector machine is proposed. Through the selection of teaching quality evaluation indicators from three aspects of experts, teachers, and students, the evaluation system of flipped classroom teaching quality in colleges and universities is established. The evaluation indicators are used as the input of support vector machine for learning, and the evaluation model of flipped classroom teaching quality in colleges and universities is established. The experimental results show that this method can effectively evaluate the quality of flipped classroom teaching in colleges and universities, the relative error of the evaluation results is low, and it has certain practicability.

Constructing a Data-Driven Model of English Language Teaching with a Multidimensional Corpus

In this study, a multidimensional corpus English teaching model is constructed using the data-driven model. This study uses a data-driven collection of massive amounts of data to generate a multidimensional corpus. The data-driven generation of a multidimensional corpus to build a teaching model is studied, and the principle of data driven, the computational process, and the characteristics of the corpus are analyzed. Due to the deficiency of data-driven modeling without correlating process variables with quality variables, this study adopts an artificial intelligence algorithm and analyzes the basic principle, computational process, and advantages and disadvantages of the method. The model is simulated and verified for multidimensional corpus and English teaching. To address the shortcomings of the AI algorithm, which has a complex computation process and no orthogonal decomposition of the data space, the autoregressive latent structure projection algorithm is designed by integrating the autoregressive idea with the artificial intelligence (AI) algorithm. This algorithm can orthogonally decompose the sample data space and simplify the modeling process. Finally, the algorithm is validated by simulation. To verify the results of the teaching model, the fuzzy C-means clustering algorithm is combined with the autoregressive latent structure projection algorithm in this study. The sample data used in the modeling are divided into categories, and the affiliation function is calculated for each category. The affiliation function is used to calculate the affiliation of the online calculation results for each category, and the final evaluation results are obtained based on the fuzzy comprehensive evaluation method. Finally, taking junior students as an example, the simulation is carried out to verify the effectiveness of the English teaching model. The research results show that the corpus-based English flipped classroom teaching model improves English teaching methods, enhances students’ English proficiency and independent learning ability, and provides a practical basis for English teaching model exploration.

Exploring the Emotional Factors in College English Classroom Teaching Based on Computer-Aided Model

In order to improve the effect of emotional factor analysis in college English classroom teaching, this paper analyzes the emotional factors of college English classroom teaching combined with computer technology and proposes an attribute-level emotional analysis method based on lifelong learning. Moreover, while solving the sparseness of short texts, this paper integrates the three tasks of topic recognition, emotional tendency judgment, and separation of general emotional words and attributes emotional words under the same model framework. In addition, this paper combines lifelong learning to improve the coherence and correctness of topic mining. Finally, this paper improves the teaching process by analyzing students’ emotional intelligence. The data analysis verifies that the computer-aided model based on the emotional factor analysis model of college English classroom teaching has a good effect in the analysis of emotional factors in English classroom teaching and the improvement of classroom teaching effect.

Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training

BackgroundPrevious studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies.MethodAbout 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires.ResultsBoth groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s.ConclusionsPBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.

Comparison Between Flipped Classroom Teaching Model And Traditional Teaching

The flipped classroom is an instructional strategy and a type of blended learning, this paper illustrated the definition of the flipped classroom and features of flipped classroom, compare the flipped classroom teaching model with the traditional classroom.

College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students' Learning Psychology.

English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students' reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students' interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students' interest in English reading, increase students' participation in class, and improve students' ability to cooperate with each other and ultimately improve students' reading performance. In this study, independent and paired sample t-tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students' interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students' cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students' independent learning ability before class, improve students' initiative, communicate more with students in class, find students' problems in time and give corresponding guidance according to students' specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.

The Flipped Classroom Model of Japanese Teaching Based on Intelligent Decision-Making System

Invert the model of learning in the classroom as a new model in the field of education as modern Internet technologies develop and the concept of learning is updated. It is widely used and promoted in various disciplines. Scholars and front-line teachers have begun to try to introduce the flipped classroom teaching model into language classrooms. With this opportunity, practical studies on flipping classes in foreign languages have emerged. At the same time, the study of the learning process in the classroom has become a problem that needs to be urgently addressed. At present, the linguistic field generally regards the specific teacher-student discourse interaction and verbal communication patterns in the teaching process as a research trend. For the Japanese teaching field, the research on the specific characteristics and patterns of teacher-student verbal communication in classroom discourse is a top priority. Drawing on previous research theories and research methods, the two key research topics are combined. Taking the foreign language curriculum under two different classroom teaching modes as the empirical research object, this paper studies the specific classroom teaching process by using the interaction theory of sociology. At the same time, it uses the Flanders Interaction Analysis System (FIAS) to conduct detailed quantitative research on the interaction of teachers and students in classroom discourse, and analyze and discuss the statistical results. The relevant teaching suggestions for the application of the Japanese flipped classroom teaching mode are put forward, and the problems that must be paid attention to in the practical application are pointed out, in order to provide meaningful reference and reference for the construction of the Japanese teaching mode.