assignment代写：翻转课堂
下面的文献讨论了一些与翻转类相关的启示。这些好处和机会将与基础基础有关，如前面在理论框架一节中所述。自20世纪90年代末以来，翻转课堂在迈阿密-俄亥俄大学经济学导论课程的未毕业阶段就被成功引入(Lage, 2000)。在研究范围内，学生应具备通过PowerPoint幻灯片、录音讲座或录像讲座等方式获取讲座资料和讲座内容的能力。当学生进入教室时，老师会问一些问题，甚至回答学生提出的问题(Jenkins, 2012)。本研究结果显示，学生对翻转课堂的偏好高于传统的教师和授课方式。因此，学生对翻转课堂的反应是相当积极的。这说明学生在学习中有更多的动机(Herreid & Schiller, 2013)。在翻转课堂所允许的一对一支持和协作的环境下，得到了老师和学生的一致好评。
assignment代写：翻转课堂
在整合翻转课堂方法的同时，学习如何使用教育媒体和技术是非常重要的。因此，为了减少课堂参与主动学习的时间，本研究论文将使用视频进一步讨论这一点(Headden, 2013)。翻转课堂的基本框架是在社会建构主义理论和工作的基础上建立起来的，包括维果茨基(1978)的“最近发展区”(The Zone of Proximal Development)、巴赫金(Bakhtin)的“对话学习”(Dialogic Learning)和杜威(Dewey)的“学习者的代理和体验学习”(The agency and experience Learning of Learner)(1981)。这些基础理论有助于为翻转课堂的教学方法提供背景和背景，有助于核心原则的演变和积极的学习过程(Gelder, 2005)。所有这些都是经过详细审查和发表的二手研究资料。
assignment代写：翻转课堂
The literature below discusses about a number of affordances related to flipped class. These benefits and opportunities will be in connection with foundational roots, as presented previously under the section of Theoretical Framework. The flipped classroom had been introduced successfully at the level of under- graduation at the course of Introduction to Economics and University of Miami- Ohio since the later years of 1990s (Lage, 2000). Within the research, students should have an accessibility of lecture material and lecture by the slides of PowerPoint and lecture of recorded audio, or lectures of recorded video. When students enter their classroom, the instructor asked a number of questions and even answered the queries raised by the student (Jenkins, 2012). It has been suggested by the results of this research that students show preference towards flipped classroom rather than traditional instructors and lectures. Hence, the response of students to flipped classroom approach is considerably positive. This states that students were involved with more motivation in learning (Herreid & Schiller, 2013). It had been commented by the instructors and the students enjoy in the environment of one- to- one support and collaborative environment as allowed by the flipped classroom.
assignment代写：翻转课堂
It is important to gain knowledge on how to use educational media and technology while incorporating the flipped classroom approach. Hence, this will be discussed further ahead in this research essay with the use of videos in order to reduce the duration of class involved in active learning (Headden, 2013). The fundamental framework for the flipped classroom is set on the basis of theories and work regarding socio- constructivism that include the Zone of Proximal Development by Vygotsky (1978), Dialogic Learning by Bakhtin (1981), and the agency and Experiential Learning of Learner by Dewey (1981). These fundamental theories help in the provision of context and background for both purposes, the evolution of core principles and active learning processes involved in the approach of flipped class (Gelder, 2005). All of these are well-reviewed, published sources of secondary research.