Flipping knowledge internalization process and teaching mode design in classroom

Flipping knowledge internalization process and teaching mode design in classroom


Flipping the knowledge internalization process and teaching mode design in the classroom * □ Zhao Xinglong's changes in the workplace can not completely affect, or replace the real teacher-student interaction teaching process, but also not enough to make the relationship between teaching and learning change. The basic meaning of flipping the classroom is the advancement of knowledge transfer and the optimization of knowledge internalization brought about by the change of teaching process. In this sense, the process element is only one of the important elements to define the flip classroom. As a true flipping class, you need to add two other elements: technical and environmental. The flipping class should be renamed as “flip the 'teaching' 'learning'. The key is the fundamental change in the relationship, status and role between the teacher and the student. In the teaching application, the flipping classroom is prone to the limitations of teacher-student relationship, the difficulty of knowledge, and the misplacement of the applicable object. The root of the problem lies in the position of the flipping classroom staying at the level of process flipping, ignoring the knowledge internalization hidden behind the flipping classroom. The basic principle. The flipping classroom mainly flips through the teaching process, decomposes the difficulty of knowledge internalization, increases the number of knowledge internalization, and promotes learner knowledge acquisition. When designing the flipping classroom teaching mode, it should be considered comprehensively from the macro, meso and micro levels according to the characteristics of the progressive knowledge internalization and the three components of the flipping classroom. It not only ensures that no additional burden is placed on teachers and students, but also makes the teaching media, teacher training and teaching environment meet the needs. In the process of implementing the flipping classroom, teachers should follow the basic principles of knowledge internalization, and select appropriate teaching strategies according to the type of study and academic analysis.
* Fund Project: "Twelfth Five-Year" National Science and Technology Support Program "Education Cloud Scale Application Demonstration" Project (2013BAH72B00) "Quality Education with E-bags, E-texts, Tablet PCs, Smartphones, etc. With new applications, people are gradually realizing that there is an inherent connection between the constantly evolving technology and the flipping classroom: the greater the possibility that advanced technology provides for the implementation of flipping classrooms, the more space that flipping classrooms provide for the application of advanced technologies. This "fit" of flipping classrooms with advanced technology has brought a "thinking impulse" to the classroom teaching reform in the current network environment, and even some concepts of the future classroom may find a shadow in the flipping classroom. In the research, we clarified the basic essence of the flipping classroom, and systematically and deeply expounded the advanced nature and limitations of the flipping classroom. (Zhao Xinglong, 2013a) But such theoretical research did not produce a fascinating understanding of the flipping classroom. Satisfactory effect. The flipping teaching itself is not well positioned, and it is easy to create a teacher-student relationship. It is possible to understand the difficulty of "offside", the object of application "misplacement" and other limitations. (Zhao Xinglong, 2013a) Only by correctly understanding the connotation of the flipping classroom, and clarifying how learning occurs in the flipping classroom, it is possible to design an appropriate flipping classroom teaching mode and improve The quality of classroom teaching.
First, the meaning of flipping the classroom, the new solution to the "flip classroom" in the international context
All along, in defining the storm caused by online video, the international use of "FlippedClassroom*, literal translation of modern distance education into Chinese is the "flip classroom". This translation is very image. Perhaps because it is too image, This makes us ignore the question of why it is the classroom, not flipping the teacher, flipping the students, flipping the content, flipping the media or anything else. A common explanation is that the students go home and listen to the "video teacher" class, second. In the heavenly class, I discuss the problem with the real teacher (or classmate)*. This is in the classroom with the “real teacher” in the past. The student’s homework is just “reversed”, just like the classroom during the day is moved to the home, so The concept of flipping the classroom is born. In this context, the flipping classroom, in essence, emphasizes a place where students use online video learning before class, flipping the classroom and flipping the place of learning, which is the “storm of online learning”. The center is where it is.
"Flip classroom" in the domestic context
Changes in the learning place cannot be completely influenced, or cannot completely replace the actual teaching process of teacher-student interaction, and it is not enough to make the relationship between teaching and learning fundamentally change. The basic meaning of flipping the classroom is the advancement of knowledge transfer and the optimization of knowledge internalization brought about by the change of teaching process. (Zhao Xinglong, 2013a) In this sense, the process element is only one of the important elements to define the flip classroom. As a true flipping class, you need to add two other elements: technical and environmental. The technical element refers to the need for micro-video to support students' self-learning in flipping classrooms. The environmental element refers to the need to continuously systematically analyze students' learning process in flipping classrooms to truly improve the quality of classroom interaction. Therefore, the flipping classroom contains three basic components: one is the technical element, mainly for micro-video; the other is the process element, mainly for the "pre-course-class-after-school" teaching activities; the third is the environmental elements, mainly for the band A learning analysis system with intelligent diagnostics. It is not difficult to see that the context of the flipping classroom discussed here has changed: the flipping classroom has changed from focusing on learning places to focusing on teaching activities; it has been changed from focusing on single learning behaviors to focusing on teachers, students, content, Complex educational behaviors such as media and environment; has shifted from focusing on online video viewing to a student-centered rich media environment supported by intelligent diagnostic systems; has shifted from focusing on information technology to focusing on information technology and teaching The conscious fusion of the whole process is even awakening of the spiritual life of the students. In this sense, the flipping class should be renamed as “the flipping position and the effect have undergone an essential change. In short, after the flipping class was introduced into China, it has changed in its connotation, mode and form. Although it is called "Flip the classroom", the meaning is completely different.
Nowadays, many people use the Dulangkou model and the Khan Academy model as the first and second generation flipping classrooms, on the grounds that these models have realized the “flip” of the teaching process. According to the above new solution to the connotation of flipping teaching, the Dulangkou model can not be regarded as a flipping classroom. It can only be regarded as a pre-class guidance model because it lacks two elements of micro-video and supporting environment; although the Khan Academy model is triggered The global storm of "flip", but it can not be regarded as a real flipping classroom, can only be regarded as a video-supported online learning mode. If this kind of online learning can't be completely combined with classroom teaching, it can't be called a flip classroom in the strict sense.
Second, flip the classroom to learn how to happen to flip the classroom so obvious, how can it produce some 1. From neuroscience. Since the meso level is mainly the three aspects of “problem guidance”, “watching video” and “problem solving”, there have been discussions before, and I will not repeat them here. The following authors elaborate on the design of the flip classroom teaching mode from the macro and micro levels.
Schematic diagram of school teacher training map flipping classroom teaching mode design (1) The overall design of the school curriculum The inherent characteristics of the school curriculum put forward the requirements for the overall design of the school curriculum. Schools need to change the way of teaching and learning by flipping the classroom mode and improve the quality of classroom teaching. The first thing to do is to design a unified curriculum for all courses, rather than partial or sporadic adjustments. In addition to the general rules followed by the school's curriculum, the overall design of the school curriculum also needs to consider several main aspects: First, the curriculum complements each other. This complementation involves the complementarity between the curriculum and the curriculum and the complementarity within the same curriculum. For example, there should not be too many courses arranged to implement the flipping class on the same day. If there are multiple arrangements in the same day in the same course, you can arrange the flipping class to match the practice class, Gong modern distance education research and solid class and other other types. The second is the total amount of time teachers spend on the course. In addition to the normal teaching tasks, many primary and secondary school teachers have a lot of time to undertake additional non-teaching affairs. These non-teaching matters can seriously ruin the time teachers spend on flipping classroom studies. If teachers take the course to exceed the limits they can afford, flipping the classroom will be greatly affected. The third is the total amount of time students spend in the course. The time a student can concentrate on completing a homework every day is limited. If the after-school tasks of each class are to reverse the classroom tasks, for students, the burden of the coursework is too heavy, which will also affect the learning effect.
The definition and recording form of micro-video will not affect the flipping classroom. The key is whether these micro-videos need teachers to personally make and use in classroom teaching. Compared with the video lessons of a regular teaching, the time of micro video is much shorter, and the recording form can be various, but the teaching design time and the time required for recording technology to record micro video are for teachers. In the same way, it takes a lot of effort.
Recording micro-videos requires consideration of teaching objectives, processes, nature of knowledge points, learner characteristics, practice assignments, and more. Based on this consideration, we believe that the exemplary micro-videos that embody the teaching philosophy and characteristics can be designed by the individual teachers, but the series of micro-videos suitable for one course or one semester can be realized by collective purchase or regional sharing. .
The role of micro-video is not just that it is so simple for students to watch before class. There is no refactoring knowledge after students watch the micro video, but there is no internalization knowledge. This is entirely possible. The result is that students may have a chaotic state of knowledge learning, which will adversely affect the teacher's teaching and the student's learning growth.
So flipping the classroom can't just be mechanically understood as "watching micro video + class discussion before class." In fact, the role of micro-video is summarized in three points: First, watching before class, this kind of viewing is actually an independent study of knowledge. The second is to use in the discussion of the class, so that when learning to understand the concept, it will promptly prompt or promote thinking, avoiding repeated explanations by teachers. Third, when doing homework or scheduling learning tasks after class, you can continue to watch the micro video and solve the confusion or unintelligible knowledge by watching the micro video.
When using micro video, pay attention to distinguishing the type of knowledge, especially for some non-constructive, learners can not spontaneously establish the concept of knowledge, need to be flexible. In the initial stage of students adapting to the flipping classroom teaching mode, the difficulty of knowledge can be reduced, and the well-structured knowledge can be selected as the transition of student adaptation. After the students adapt, the non-constructive knowledge can be selected. It should also be noted that too simple knowledge, the use of micro-video is of little significance; too difficult knowledge, the role of micro-video can not be fully exerted. Analyze the difficulty level of knowledge for fair use. 59. The role of classroom teaching resources micro-video to flip classroom teaching can not be ignored. The fact that micro-video is available in classroom teaching resources does not mean that other classroom teaching resources can be used or not used. On the contrary, after micro-video learning, the interactive discussion in the classroom needs to reach the teaching goal in depth and effectively. The resources used should be complementary to the micro-video, and have more concentrated cognitive focus than the micro-video. That is to say, the teaching resources in the flipping classroom need to be more concentrated on the difficult, unintelligible or doubtful places of the students' learning, rather than being like the general teaching resources.
Due to the knowledge background and disciplinary differences, teachers of different disciplines have different understandings of flipping classrooms. Knowledge points in various disciplines can effectively use the flipping classroom, which has great requirements for teachers' teaching experience and understanding of textbooks. The difference between teacher training in flipping classrooms and general teacher training is that teacher training in flipping classrooms is more inclined to train teachers to be sensitive to the choice of teaching model. The most direct manifestation of this sensitivity is to face different students, different knowledge points, flip classroom, general classroom teaching and traditional classroom teaching in which the teaching effect is the best, and teachers need to have accurate pre-preparation. Assume. The implementation of school support environment flipping classroom requires the support of school information support environment. The school information support environment here includes both software systems and hardware systems. The software system includes six aspects: one is the micro video publishing system; the second is the interactive system; the third is the intelligent diagnosis system for student learning; the fourth is the remote support and service system; the fifth is the statistical system; the sixth is the management system. The hardware system includes three aspects: First, teachers and students must have PCs or terminals that can access the Internet; second, network bandwidth can ensure stable operation of micro video; third, servers must have sufficient capacity and concurrency.
Classroom teaching has a variety of course types, such as new lectures, consolidation classes, review classes, practice classes, test papers, and research study classes. The difficulty and difficulty of each type of course vary widely. If you adopt the flip teaching mode, it is likely that the teacher will have a confused feeling about completing the teaching tasks of different types of classes, it is difficult to grasp the difficult points of teaching, and affect the teacher's judgment on the teaching objectives.
The analysis of the situation in the flipping classroom must rely on the intelligent diagnosis system to clearly describe the mastery of the knowledge points of the students during the learning process. The analysis of the situation requires the teacher to clearly know the knowledge that the student has and does not have mastery, so that the students can be targeted to solve the problem in the classroom interaction. 60.) Teaching strategy design In addition to the general teaching strategy design, here are three A special teaching strategy design for teachers to use in classroom teaching.
First, evaluate the strategy in a timely manner. This kind of evaluation can be done online or offline; the form can also be diversified, such as questions, quizzes, after-school assignments or even hands-on operations. The strengthening of the timely evaluation link will enable the teachers to keep abreast of the students' mastery of the knowledge, and to be aware of the situation. This is especially important for disciplines where mathematics, physics, and chemistry are more cohesive.
Second, the in-school flip strategy. Flip teaching can only be carried out in the whole process of teaching, can not be carried out in a teaching session, in fact, it is ok. The traditional classroom teaching style is usually about 30 minutes for the teacher to speak, the students to listen, and about 10 minutes of classroom practice. According to the characteristics of the internal knowledge of flip teaching, we can flip it, that is, let the students learn independently on the teaching content (methods can be varied, watch videos, find problems, make comments, check materials, etc.), then the teacher will explain Together with timely evaluation, a new teaching style is formed, which can also have a positive effect on students' knowledge. The difference from the existing flip classroom teaching mode is that this flip is limited to one lesson. This model applies to both well-behaved and non-constructive knowledge, but it also depends on the actual teaching situation.
Third, the role flip strategy. The so-called role flipping strategy is to exchange the roles of teachers and students in the actual teaching. Teachers are students, students are teachers (ie, small teachers), and students can understand and apply the knowledge they have learned by teaching others. The use of this flip mode is more flexible. It can be taught by a small teacher, students can listen, or students can learn first, then the little teacher answers questions. This model is recommended for use in the context of well-structured knowledge. If the knowledge points are too complicated and the students can't understand them, answering them with the little teacher will affect the overall teaching process.
The flipping of the classroom prompted us to have a new impulse to think about information technology change teaching, and it seems to see the shadow of future classroom construction. At present, the construction of classrooms in the future is basically based on hardware, and is keen to use advanced technology. How do students in the classroom in the future trigger learning, and what is the state of learning? If you learn from the perspective of learners, how to build a future classroom, this may be a proposition that needs to be considered for a long time in the future. In the follow-up study, we will further compare the flipping classroom with the teaching mode of other informatization environments, conduct empirical analysis of effectiveness, explain and demonstrate from a quantitative perspective, and explore flipping teaching and teaching for a longer period of time. The true similarities and differences between other teaching models on teaching influence.
Modern distance education research

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