鲍 宇， 李希妍， 赵玉钧， 张爱娟， 张艳群
【关 键 词 】：
翻转课堂； 教学比较模型； 个性化跟踪； 教师指导时间； SPSS
The localization of flipped classroom is not always smooth. From resource construction of classroom teaching and evaluation, by using structural equation model and comparing with the implementation of flipped classroom teaching in America, this paper finds that the teaching effect of flipped classroom is closely related to teachers' time allocation, classroom organization, resource production ability, students' initiative and evaluation method. In detail, it is manifested that (1) reasonable allocation of teachers' guidance time can effectively improve the teaching effect; (2) Student's classroom participation is positively correlated with teaching effect. Therefore, based on the information tools of the previous research, students' learning process is tracked and recorded, and those personalized data can help teachers to grasp the individual status of students. Moreover, based on the analysis of Pearson correlation, it is verified that the optimization of teachers' time allocation and students' participation in class can improve the teaching effect. In addition, the results show that there is an indirect correlation between innovative ability and the teaching effect, and it is necessary to improve the depth of knowledge to promote innovation.