Journal of East China Normal University(Educationa ›› 2015, Vol. 33 ›› Issue (1): 45-50.

• Educational Theory(教育理论) • Previous Articles     Next Articles

Flipped Classroom: Beyond the Surface Structure

ZHANG Chao zhen1 SHU Huana2   

  1. 1. College of Education Science, Nanjing Normal University, Nanjing 210009, China; 2. Liaocheng Vocational and Technical College, Liaocheng Shandong 252000, China
  • Online:2015-04-24 Published:2015-05-12
  • Contact: ZHANG Chao zhen;SHU Huana
  • About author:ZHANG Chao zhen;SHU Huana

Abstract: The flipped classroom is a structural system including such elements as media, teachers, curriculum students. The interaction among these elements result in three subsystems: Teacher Media Course system, Student Media Course system and Teacher Problems Students system. Each subsystem presents different surface structures and deep structures. In an effective flipped classroom, teachers are required to understand the value and importance of deep structural flipped classroom, cope with the problems such as technical control, knowledge orientation and superficial interaction. Also, teachers should achieve the goal of higher level student development in discipline thinking, positive emotional communication and experience and critical reflective consciousness.

Key words: flipped classroom, surface structure, deep structure, structure transformation