Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the ...Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.展开更多
This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating Englis...This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.展开更多
文摘Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.
文摘This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.
