Teacher's Organizational Form and Role of Flipped Classroom -- Taking the University Students' Chemistry Course as an Example
- https://doi.org/10.2991/icsshe-18.2018.128How to use a DOI?
- university chemistry, flipped classroom, classroom organization, teacher role
Flipped classroom is a new form of teaching with students' self-study before class and discussion in class. It emphasizes students' self-learning and avoids lecturing in class. Whereas the role of teachers in all processes of teaching cannot be ignored. This subject took the chemistry class for international students as the research object, and explored the organization and role of teachers in the three teaching processes of the flipped classroom, namely self-study before class, discussion in class and reflection after class. In the self-learning before the class, the teacher should make a learning plan to guide students, such as providing learning materials to them, and giving necessary supervision. In the course of class discussion, the teacher should guide the discussion of the students and summarize the main teaching contents. In the reflection, the teacher sets suitable questions for students to think. The research afforded some experience on the organization and successful implementation of the college flipped classroom teaching.
- © 2018, 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 - Lizhu Zhang AU - Debin Xia AU - Ping Wang AU - Deyan Kong PY - 2018/09 DA - 2018/09 TI - Teacher's Organizational Form and Role of Flipped Classroom -- Taking the University Students' Chemistry Course as an Example BT - Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-18.2018.128 DO - https://doi.org/10.2991/icsshe-18.2018.128 ID - Zhang2018/09 ER -