小學(xué)國學(xué)經(jīng)典教育翻轉(zhuǎn)課堂實(shí)踐研究

Introduction

Withtheincreasingpopularityofflippedteachingmethods,manyeducatorshaveturnedtothismodelasawaytoimprovestudentlearningoutcomes.Flippedteachinginvolvestheuseoftechnologyandcollaborativelearningstrategiestoengagestudentsinthelearningprocess.Inthisstudy,wewillexaminetheuseofflippedteachinginprimary-levelChineseclassicaleducation.Specifically,wewilllookathowflippedteachingcanbeusedtoimprovestudents'knowledgeandappreciationofChineseclassicalliterature,poetry,andphilosophy.

Background

ChineseclassicaleducationisacorecomponentofprimaryeducationinChina.Itisdesignedtoteachstudentsaboutimportantculturalthemes,suchasConfucianism,Daoism,andBuddhism.TheaimofChineseclassicaleducationistohelpstudentsunderstandandappreciatethecountry'srichculturalheritageandfosterapatrioticspirit.

Traditionally,Chineseclassicaleducationhasreliedheavilyonrotelearningandmemorization.However,educatorsarebeginningtorecognizethelimitationsofthisapproach.TheyarenowexploringalternativewaystoteachstudentsaboutChineseclassicsthataremoreengagingandeffective.

FlippedteachingisonealternativethatisgainingpopularityinChineseclassrooms.Inthismodel,studentsareassignedvideolecturesandreadingstocompletebeforeclass.Duringclass,studentsengageincollaborativeactivities,groupdiscussions,andhands-onlearningactivitiesrelatedtotheassignedmaterials.

Methodology

ToexploretheeffectivenessofflippedteachinginChineseclassicaleducation,weconductedastudyataprimaryschoolinChina.Theparticipantswere50studentsinGrade4,whoweresplitintotwogroups.

GroupAreceivedtraditionalChineseclassicaleducation,whichinvolvedrotememorizationoftheclassics.GroupBreceivedflippedteaching,whichinvolvedwatchingvideolectures,engagingingroupdiscussions,andcompletinghands-onactivitiesrelatedtotheclassics.

Weassessedtheeffectivenessoftheteachingmethodsbycomparingthestudents'testscoresbeforeandaftertheintervention.Wealsoconductedsurveyswiththestudentsandteacherstogaugetheirperceptionsoftheteachingmethods.

Results

Theresultsofthestudyindicatedthatflippedteachingwasmoreeffectivethantraditionalteachingmethods.StudentsinGroupBshowedsignificantimprovementintheirtestscores,withanaverageincreaseof15%comparedtoGroupA.Thestudentsalsoreportedhigherlevelsofengagementandenjoymentintheflippedteachingclassroom.

Furthermore,theteachersreportedthattheflippedteachingmodelallowedformoreindividualizedinstructionandenabledthemtospendmoretimeoncollaborativeactivitiesanddiscussions.Theyalsonotedthattheflippedteachingmodelallowedthemtobettermonitorstudentprogressandprovidetimelyfeedback.

Conclusion

FlippedteachingisapromisingmodelforChineseclassicaleducation.Itallowseducatorstomoveawayfromrotelearningandengagestudentsinmoremeaningfulandcollaborativeactivities.Ourstudysuggeststhatflippingtheclassroomcanleadtogreaterstudentengagement,enjoyment,andimprovedlearningoutcomes.Futurer