Author(s)

Qing Cheng ¹, Tai Zheng ²

Affiliation(s)

¹ Tourism College of Zhejiang, Hangzhou, Zhejiang, 310000, China
² Zhejiang Financial College, Hangzhou, Zhejiang, 310000, China

Corresponding Author

Qing Cheng

ABSTRACT

This article aims to explore the path of improving teaching efficiency of flipped classroom. In order to make the research result real and reliable, the article takes the current 18 tourism entrepreneurship courses carried out by Tourism college of Zhejiang as an example, of which all apply the flipped teaching method. Based on the real historical data from teaching efficiency evaluation and feedback, the courses that apply flipped classroom do have better teaching results compared to the traditional pure face-to-face method, since the teaching model combining MOOC and SPOC provides massive learning resources which allow students to make the theorical learning before class, and teachers could focus on real case study and working skill practice in the off-line learning stage. On the other hand, the flipped teaching model faces difficulties such as limited concentration of students during the online theorical learning stage, limited real industrial working experience of teachers make the face-to-face skill learning stage inefficient, and teachers' enthusiasm for flipped classroom are limited. Based on the achievements and weakness of the teaching model, the article further puts forward suggestions for optimization to improve the effectiveness of flipped teaching. 

KEYWORDS

Flipped classroom, assessment, online study, face to face communication, case study, practical operating

CITE THIS PAPER

Qing Cheng, Tai Zheng, Experimental Teaching Learning Space Model Construction. Curriculum and Teaching Methodology (2023) Vol. 6: 96-102. DOI: http://dx.doi.org/10.23977/curtm.2023.061215.

REFERENCES

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