英国代写论文-翻转课堂教学的讨论。有各种各样的翻转课堂的倡导者，如Cacciamani(2011)和Dewey(1902)。像支持者这样的研究人员已经采用了翻转课堂的方法。他们认为主动学习是很重要的。然而，有人断言，在适当和具体的情况下，有一些直接指示的余地(Fulton, 2012)。考虑到杜威(1902)的关注，关于课堂上积极参与学习和提供内容之间的平衡，有一个清楚的事实是，需要在新学生面前介绍新内容的方法(Cacciamani, 2011)。然而，当遵循以学生为中心的学习方法时，会消耗大量时间(Gelder, 2005)。接下来论文范文英国代写论文-翻转课堂教学的讨论分享给留学生阅读。
There are various advocates of flipped classroom such as Cacciamani (2011) and Dewey (1902). Such researchers as advocates have followed the approach of flipped class. They believe that active learning has to be considered important. However, it has been asserted that there is some scope for direct instruction, under appropriate and specific circumstances (Fulton, 2012). Taking into consideration the concerns by Dewey (1902), regarding balance in classroom between active engagement in learning and delivery of content, there is clarity in the fact that a method is needed for the introduction of new content in front of new students (Cacciamani, 2011). Yet, a lot of time is consumed when following learning approaches centered over students (Gelder, 2005). In a number of cases, there is introduction of content in the form of activities of experiential learning, but there are a number of areas related to higher education in which there has been recommendation of using direct instruction when complex concepts are involved (Butt, 2014). Furthermore, many researchers such as Berrett (2012) have asserted that delivery of content is not supposed to be the key goal of the educators. Rather educators should indulge providing the accessibility of content while assisting in unpacking of the content (Gilboy et al., 2015).
Extensive education technology use is essential and central to the notion of classroom flipping for delivering course content external to classroom teaching. This is evident from conceptual roadmap arrow that is moving from the left end to the downward end in the above figure. Another focus is learning of active nature within the time of class (Clintondale Community Schools, 2012). This is another important characteristic of flipped classroom and is represented in the figure through arrow moving from right and down. Such 2 focuses influence the environments of student learning in an essential manner. Such core concepts drive the research conceptual framework and the literature review is in correspondence with such a structure. In assisting the students for deeply thinking about the content, an educator should be putting in efforts for both, that is methods of questioning and the provision of direct feedback (Burk, 2011). Educators should involve generally used tactics of questioning across large lectures. This in turn compels the students to consider the material provided before class. This allows them to prepare themselves with the basics of the concepts. The study of material before class may also assist the students in activation of prior knowledge related to a topic, and be active in discussions of the class (Burch, 2013).
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