Teaching Effect of Flipped Classroom Based on Micro-Courses for College Inorganic Chemistry High-Quality Sharing Course
YANG Feng-Lei1, SHEN Fei2, WANG Qing-Hong1, YAN Yan1
1. College of Chemistry and Material Science, Jiangsu Normal University, Xuzhou 221116, China;
2. College of Physical Education and Health, East China Normal University, Shanghai 200241, China
Abstract This paper explored the flipped classroom of inorganic chemistry teaching for material major freshman based on micro-course videos, and the implementation effect was evaluated by examination results and Likert 5 scale questionnaire scores. It was found that after 36 school hours of inorganic chemistry teaching, the scores of the students in the experimental class were significantly higher than those in the control class, and the rate of failure was lower. The scores of most index questionnaires in the three dimensions of knowledge and skills, process and method, attitude, emotion and values were significantly higher than those in the control class. It was showed that the students' learning effect was improved as well as their learning attitude and ability, and the students' learning process was optimized. The above results are analyzed in detail, and the suggestions for further application of flipping classroom in inorganic chemistry teaching in colleges and universities are put forward.
YANG Feng-Lei, SHEN Fei, WANG Qing-Hong, YAN Yan. Teaching Effect of Flipped Classroom Based on Micro-Courses for College Inorganic Chemistry High-Quality Sharing Course[J]. Chinese Journal of Chemical Education, 2019, 40(4): 24-29.
