Opportunities and Challenges of Inverted Classroom to Young Teachers in Universities
- DOI
- 10.2991/icecsd-17.2017.23How to use a DOI?
- Keywords
- young teachers; inverted classroom; opportunities and challenges
- Abstract
Inverted classroom as a new teaching model which advocates learning knowledge outside class and internalization knowledge in class totally inverts the traditional teaching mode. It emphasizes center status of students and utilizes modern information technology to realize its teaching goal. So it has been received wide attention from the educational researchers and caused a wave of reform in education teaching. Based on introducing the concept and characteristics of inverted classroom, this paper analyzes the present situation of young teachers who takes major teaching responsibility in universities, and then expounds the opportunities and challenges brought by inverted classroom for young teachers. For opportunities, it contains opportunity of self-improvement, opportunity of building the good relationship with students, etc. For challenges, it contains the challenge of career value, the challenge of teaching ability, etc. In order to make sure the inverted classroom can be effectively implement and hope to provide some reference for every young teacher, it is necessary for young teachers to understand opportunities and challenges, and try their best to seize the opportunities, and improve themselves to conquer the challenges.
- Copyright
- © 2017, 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/).
Cite this article
TY - CONF AU - Chunfeng He AU - Dongliang Wang AU - Jinhe Gao AU - Qiaohuan Wang PY - 2017/01 DA - 2017/01 TI - Opportunities and Challenges of Inverted Classroom to Young Teachers in Universities BT - Proceedings of the 2017 International Conference on Education, Culture and Social Development (ICECSD 2017) PB - Atlantis Press SP - 106 EP - 110 SN - 2352-5398 UR - https://doi.org/10.2991/icecsd-17.2017.23 DO - 10.2991/icecsd-17.2017.23 ID - He2017/01 ER -