Implementing the Flipped Classroom in Elementary and Secondary Schools in China

DOI

10.2991/icelaic-14.2014.34How to use a DOI?

Keywords

Flipped classroom, learner autonomy, cooperative learning, parent involvement

Abstract

In order to analyze the applicability of the flipped classroom in elementary and secondary schools in China, the present situation of the teaching model and the suggestions are discussed. Modern technology makes it possible to implement the flipped classroom in Chinese schools. Successful cases and findings show that Chinese students’ learner autonomy and cooperative learning are fostered in this model, and that parents’ sense of responsibility in parent involvement in school work is enhanced. It is also argued that there are existing problems in the practice of the flipped classroom, namely, lack of technology, poor performance in the flipped learning video, poor performance in classroom design, and poor monitoring of students’ work at home. Based on these problems, it is suggested that more investment from the Chinese government be drawn to schools in the poor and remote areas, that teachers be trained to use modern technology skillfully and design the flipped classroom excellently, and that parents be educated about the teaching model so as to be involved in school education more effectively.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Jianying Yang
PY  - 2014/05
DA  - 2014/05
TI  - Implementing the Flipped Classroom in Elementary and Secondary Schools in China
BT  - Proceedings of the International Conference on Education, Language, Art and Intercultural Communication
PB  - Atlantis Press
SP  - 135
EP  - 138
SN  - 2352-5398
UR  - https://doi.org/10.2991/icelaic-14.2014.34
DO  - 10.2991/icelaic-14.2014.34
ID  - Yang2014/05
ER  -