Introduction: The teaching goal of flip classroom is more acceptable to students on the basis of requiring students to master subject knowledge, which is the educational goal of traditional classroom. The following is my discussion on the flip classroom teaching under the constructivism theory. Welcome to read!

With the continuous development of science and technology and the arrival of the information age, school education is also deeply influenced by it. The most obvious changes should be reflected in the teaching of school education, including the innovation of teaching means, the change of teaching content and the innovation of teaching mode. Flip classroom is one of the products of these changes, and constructivism, as the guiding ideology of quality education in China, also plays an important role in the study of flip classroom in China.

First, constructivism teaching theory and flip classroom overview

(A) Constructivism teaching theory

Constructivism emphasizes the great potential of students, and holds that teaching should take students' existing knowledge and experience as the growing point of new knowledge and guide them from the original knowledge and experience? Grow up? Create new knowledge and experience [1].

Learning is a process of meaning construction through interpersonal cooperation activities under the social and cultural background. That is to say, constructivism teaching theory emphasizes the role of learners' original knowledge on the one hand, and the influence of social culture and social life on the other.

The first is the knowledge view of constructivism. The knowledge view of constructivism holds that knowledge and truth can only be established under certain background. The establishment of knowledge and truth is subjective, which is discovered and summarized by people under certain conditions and cannot be applied to all situations.

Secondly, the constructivist view of learning points out that the learning process is a process of learners' active construction rather than passive acceptance. It emphasizes that learners construct their own knowledge system subjectively and actively in social life, influenced by social culture and social life, and pays attention to the role of learners' existing knowledge in learning new knowledge.

There is also a constructivist curriculum view, which is different from the traditional curriculum view. The curriculum view of constructivism emphasizes the cultivation of learners' own ability, giving full play to learners' initiative and cultivating their independent learning and innovation ability. The content of the course mainly focuses on various problems close to learners' lives, but it does not ignore the importance of subject knowledge, so that students can master subject knowledge and have the ability to solve problems with knowledge.

Third, the teaching concept. Does the constructivist teaching concept subordinate the role of teachers? Leadership? 、? Authority? Became? A tour guide? Where are the students from? Recipient? 、? A vassal Became? Theme? This teaching concept attaches importance to the needs of students, and teachers only play an auxiliary role. This teaching concept has also contributed to the quality education in China? Students are the main body? 、? Teacher-led? Teaching philosophy.

Finally, the concept of students, its main idea is? Students don't enter the classroom with empty heads? Therefore, in the teaching process, teachers must attach importance to the role of students' existing experience in learning new experiences.

(B) flip the classroom

Based on tradition? Teaching-homework? With the research on the lack of mode, people gradually find that the traditional education mode represented by Herbart can not fully meet the needs of social development. With the wide application of information technology, various important changes have taken place in the field of education. The main manifestations are: from traditional knowledge teaching to problem solving, teachers from subject to leading, students from vassal to subject.

Since then, the representative of the new educational exploration achievements-flip classroom has gradually entered people's field of vision.

Flip the classroom, that is, using information technology, teachers provide learning resources with teaching videos as the main form, students finish watching and learning teaching videos and other learning resources before class, and students jointly complete homework answering, collaborative inquiry and interactive communication activities in class [2].

(C) the relationship between constructivist teaching theory and flipping the classroom

First, constructivism emphasizes the situational nature of knowledge, while flip classroom means that students learn independently before class, understand knowledge, first have their own views on knowledge, and then actively construct their own knowledge system through discussion, which makes the two coincide.

Secondly, constructivism holds that the knowledge mastered by learners is acquired with the help of teachers and learning partners under a certain social life and social and cultural background [3]. This is reflected in the homework answering and collective discussion in the flip classroom [4].

Thirdly, the setting of problem situation is an important part of constructivism curriculum. In the flip class, not only do students bring questions to class, but the teacher also presupposes the problem situation related to what they have learned.

Fourthly, as far as the basic basis of teaching design is concerned, constructivism teaching theory holds that students are the main body of learning and teachers play a leading role in the teaching process; The instructional design adopted in flip class is also based on students' autonomous learning after class and questions and discussions in class.

Fifth, constructivism emphasizes students' existing knowledge structure, which coincides with the teaching mode of flipping classroom after-class learning, homework and discussion, isn't it? Empty head? When students enter the classroom, it is more conducive to improving their innovative ability to participate in discussions while giving full play to their autonomy.

Second, the exploration of flip classroom teaching based on constructivism teaching theory

(A) flip the classroom teaching objectives

The teaching goal of flip classroom requires students to master subject knowledge, and pays more attention to the development of students' independent innovation ability and the cultivation of students' interest in learning.

After class, students independently complete the study of subject knowledge and query of reference materials, choose a wider range of literature and video materials according to their own interests, participate in the discussion with learning achievements and problems encountered in learning in class, and the teacher plays the role of a guide, which profoundly reflects that the teaching goal of flip classroom is not only to let students master theoretical knowledge, but also to pay more attention to cultivating students' ability to solve practical problems with theoretical knowledge.

(B) flip the classroom teaching content

The teaching content of flip classroom is mainly that teachers make a 10 minute teaching video around the same theme in advance by using various information means. Students can play it according to their own needs, take notes, and learn repeatedly through functions such as pause and playback.

Students can freely arrange video learning time according to their own living conditions, which also enables students to study in the most comfortable and focused time, which is conducive to improving learning efficiency. In addition, students can also find interesting parts according to the learning content in the video, and independently find relevant video materials and literature materials online for further study, which will help students to play their interest in learning.

The above are the teaching contents after class. In class, according to the pre-designed problem situations related to subject knowledge, teachers let students discuss or ask questions directly, so as to consolidate and deepen students' knowledge before class and make it practical. Students can also ask questions to teachers or discuss with their study partners according to the problems in the previous study process, so as to solve the problems. This makes students not only learn the subject knowledge, but also learn the methods of exploring and applying knowledge.

(C) flip the classroom teaching model

The research on flipping classroom teaching mode has been fruitful, so I won't go into details here. We will discuss the most common and simple teaching mode. Flipping the classroom realizes the inversion of knowledge transfer and knowledge internalization. Transfer the teaching of knowledge in the traditional classroom to the completion before class, and the internalization of knowledge will be transferred from the original after-school homework to the learning activities in the classroom [5]. Therefore, we can draw a teaching model of flip classroom (see figure 1).

As can be seen from figure 1, this flip classroom teaching mode is that learners watch teaching videos before class, find relevant documents and video materials, and finish targeted homework before class. Then, in class, teachers should make a simple evaluation of learners' learning before class, and then begin to answer questions and discuss the preset problem situations. Finally, the learner and the teacher summarize the evaluation together, and the teacher feeds back the evaluation structure to the students to give full play to their advantages.

(D) Examples of flipping classroom teaching mode

Because quality education is aimed at basic education, the research of flip classroom mainly focuses on the basic education stage, in which Chinese, mathematics and foreign languages are the focus of basic education teaching research. How to use the flip classroom teaching mode to achieve the expected teaching effect of quality education is an important topic we must face. Next, the author briefly analyzes the characteristics of Chinese, mathematics and foreign languages, and tries to explore a flip classroom teaching model suitable for basic education and teaching.

Chinese flip classroom teaching mode: In view of the disadvantages of the traditional teaching mode, students mainly listen to the teacher's lectures, memorize, cope with exams, and flip classroom mode pays more attention to students' own experience. The basic teaching mode is: after class, let students watch videos about the text they have learned, read independently, and experience the beauty of poetry by themselves, so as to understand the article and record the experience. In class, everyone expresses their opinions and exchanges their reading experience. As the leader of the exchange course, the teacher is responsible for standardizing the classroom order, answering questions and summing up. This teaching mode undoubtedly increases the elements of students' independent experience, is not affected by teachers' values, is conducive to the development of students' independent initiative, and can cultivate students' interest in reading.

Mathematics flip classroom teaching mode: At present, mathematics textbooks of basic education courses rarely involve students' inquiry elements, and most of them present teaching contents in abstract forms such as definitions and formula enumeration, and the teaching method is mainly monotonous in-class teaching-homework after class. Students can only answer questions, but they don't know how to use what they have learned in class. And the teaching mode we hope to explore can better point to students' social life. Therefore, teachers need to connect mathematics problems with students' life on the basis of understanding students' life. For example, subject knowledge can be integrated into life problems and made into small videos. After watching the video, students can find their own solutions through their own research and exploration. In class, students discuss their own solutions, talk about their own mathematical knowledge, communicate with each other, and the teacher finally summarizes and answers questions. This teaching mode effectively links new knowledge with students' existing experience, exerts students' independent innovation ability, is close to students' life, and caters to the reform concept of quality education.

English flip classroom teaching mode: In traditional education in China, the content of English language teaching in basic education stage is mainly vocabulary and grammar learning, and rarely involves the use of language, which causes the language learning dilemma of most students who can't write or speak. In my opinion, in order to conform to the constructivist educational theory, we must start with the teaching content and means, break the traditional educational model, and make English teaching face the application of students' life. The teacher puts the English knowledge to be taught in advance, including words and grammar, into a certain context, and the scenes of communication with people in daily life can all appear in small videos. By watching the video, students learn words and grammar first, and then follow the video. In the video, the teacher can also arrange what students need to read in foreign languages, point out the key points and difficulties in the article in advance, and let the students read by themselves first. In class, students can have oral English dialogue, interaction or communication according to what they have learned, and after class, they can also talk about their own understanding of English beauty. Teachers can adjust and control students' strengths and weaknesses in time, and make a class summary. In this way, students can not only understand the advantages of foreign language learning and increase their interest in learning, but also pay more attention to their own experiences, so that language teaching is no longer boring and becomes concrete and vivid.

Third, the research challenge of flip classroom based on constructivism teaching theory

Due to the complexity of teaching itself, a slight deviation in the teaching process may lead to poor teaching effect. We must pay attention to the following points when applying constructivism teaching theory and flipping classroom practice:

First, the time schedule should be reasonable. Our country is gradually promoting quality education and is committed to reducing the burden on primary and secondary school students. Because flipping the classroom requires students to complete autonomous learning of subject knowledge after class, we should pay attention to the time students need to learn in the arrangement of teaching content, and the content should not be too much and too complicated.

Second, we should pay attention to the times and applicability of subject knowledge. The arrangement of subject knowledge should not only keep pace with the times, but also be closely related to the needs of society and students' development, so as to cultivate students' ability to solve problems, learn independently and innovate more effectively. It is worth noting that at present, the research and practice of flip classroom are mostly aimed at science subjects, but few people pay attention to literature and history subjects. Therefore, we should broaden the application scope of flip classroom, which requires us to study constructivism learning theory and flip classroom teaching mode more deeply and carefully.

Third, the research challenges also come from hardware and technical support. Because most of the teaching contents in the flip classroom are presented in the form of video, there are also requirements for the running speed of computers and networks, so as to ensure the smooth progress of teaching activities. It is not difficult to see that this kind of investment in teaching resources undoubtedly raises the requirements. At present, there are not many areas in China that can provide appropriate hardware and technical support for flipping classrooms in primary and secondary schools, which leads to the practice of flipping classrooms can only be implemented in a few economically developed areas.

Fourthly, the application of flip classroom teaching mode based on constructivism teaching theory puts forward higher requirements for teachers' professional ability. Because the flip classroom must be supported by information and modern technology, the requirements for teachers have been further improved. Teachers not only need to master multimedia production and teaching technology, but also need to deeply understand all aspects of constructivism teaching theory.

Fifth, we should pay attention to the development and cultivation of students' autonomy. In the flip classroom, students' autonomous learning before class is the premise of classroom teaching.

Teachers must pay attention to cultivating students' autonomous learning ability, and consciously watch videos, find materials and finish homework before class. At the beginning of implementation, teachers should be able to regulate students' autonomous learning in a short time.

This also shows that students need teachers' short-term supervision at the beginning of autonomous learning in order to learn to complete pre-class tasks independently.

Finally, the teaching evaluation method also needs to be changed appropriately. Constructivism teaching theory and flip classroom teaching mode require that evaluation should not be single, but multi-dimensional. Including: the combination of teacher evaluation and students' independent evaluation, summative evaluation and process evaluation, academic evaluation, ability evaluation, moral evaluation, emotional evaluation, values evaluation, etc. [6].

Four. conclusion

To sum up, the flip classroom education model can be used for reference for the current quality education reform in China. On the one hand, we need to deeply understand the principles and principles of constructivism teaching theory, on the other hand, we need to more clearly understand the principles and challenges of flipping classroom teaching mode. Only in this way can we effectively use the flip classroom teaching mode to serve the quality education reform in China, so that the constructivism teaching theory can be effectively practiced.

refer to

Meng Yan. The application of constructivism learning theory in the teaching of human physiology [J]. Science and Education Literature (next issue) 20 1 1 (27): 56-58.

[2] Liu Qingyu. In the context of information technology? Flip the classroom? Reflections on teaching [J]. Out-of-school Education in China (Interim Periodical), 2013 (11):191.

[3] Shirley Zhang. On the Influence of Constructivism Learning Theory on Cultural Introduction in College English Reading Teaching [J]. Overseas English (Interim Journal), 20 10 (12): 72-73.

[4] Jie Chen. Case design of flip classroom teaching based on interactive whiteboard [D]. Baoding: Hebei University, 20 13.

[5] Zhang Jinping. Strategies to improve students' ability to turn over lessons [J]. China Educational Technology Equipment, 2013 (36):11-12.

[6] Huan Lizhong. Multidimensional? Pluralistic? Multi-orientation: a new perspective of English academic evaluation in senior high schools [J]. Journal of Jilin Radio and TV University, 2010 (4):127-128.

;