本文主要讲翻转课堂的教学方法的好处，这些发现也说明了翻转课堂的教学方法给了每个学生更多的时间，让每个学生都有更多的时间，让学生可以自定义展示知识的方式。最后，这对结果目标的实现和学生积极性的建立都有重要的积极影响(金磊等，2012)。最后，Lage et al.(2000)建议教育者不应该把重点放在教育媒体或技术本身的优势上。此外，还应该支持翻转课堂的方法，因为它具有与模式相关的灵活性的优势，同时确保与学生建立融洽的关系(Tune et al.， 2013)。本篇代写assignment文章由澳洲论文人EducationRen教育网整理，供大家参考阅读。
These findings also depict that an approach of flipped classroom gives more time to the educator for each and every student of the class, allowing the students to customize the way in which there is demonstration of knowledge. And finally, this has a major positive effect on both, outcome goals achieved and motivation among students established (Jinlei et al., 2012). At last, it was recommended by Lage et al. (2000) that the educators should not have key focus on the advantages of educational media or technology per se. Also, there should be support for the approach of flipped classroom there is tendency to come with the advantages of flexibility related to the model, while ensuring to foster rapport with the students (Tune et al., 2013).
The approach of flipped classroom tends to be valuing the establishment of skills related to critical thinking with the underlying belief that the educators should consider how there is critical learning and self- awareness by the students. Critical thinking was defined by Dewey (1902) as the careful, persistent and active consideration of supposed form or a belief of knowledge taking into consideration the grounds supporting it and obtaining appropriate conclusions. This definition by Dewey not only highlights the recommended skills of higher order thinking by Bloom, required for synthesizing and analyzing knowledge, but also considering the notion that the learner should consider for becoming a reflective, well- rounded and deep thinker (Milman, 2012). In the end, the Community of Critical Thinking, which is an organization based on web dedicated for the development of analytical skills to advance in the society, states that a fundamental base of knowledge is required in critical thinking.
This knowledge within a specific focus can help the learner for giving reflective and reasonable and every student so they can obtain continuity in learning with the maximum scope (Flumerfelt & Green, 2013). It had been advocated by them videos created by the student may be further assisting the ones who struggle by peer instruction and peer modeling. Active learning has resulted in the attraction of strong advocates across faculty member identifying a number of alternatives to traditional methods of teaching. For a number of faculties, there is an underlying doubt in context with what can be considered as active learning and how it can be considered different from traditional education in engineering (ZHONG et al., 2013).
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