The
flipped classroom approach centers on students, shifting their mindset from “I have to learn” to “I want to learn”, and reshaping the
traditional classroom’s
teaching modality from indoctrination to one of interactive engagement. This
article examines the practical impact of implementing the flipped classroom in
the theoretical courses of the School of Physical Education at Chizhou
University. We employ innovative teaching methods such as student-led
PowerPoint presentations, group discussions, and student evaluations to assess
its effectiveness. Our findings indicate that the flipped classroom model is
well-received and embraced by the majority of students. It not only fosters
greater teacher-student interaction but also enhances student participation and
learning outcomes. At the same time, students provided their own opinions and
suggestions on the future development direction of flipped classroom.In traditional teaching,
knowledge is primarily imparted to students within the classroom, with the
expectation that they will consolidate and apply this knowledge outside of
class. Conversely, flipped classrooms utilize various forms of information
technology to enable students to engage in self-study prior to class, identify
problems, and learn through questioning. Inside the classroom, teachers act as
guides, providing direction and answering questions to facilitate personalized
learning experiences for students. This approach cultivates their ability to
learn and self-study effectively.
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