Micro-class Based “Flipped Classroom” Mode in International Business Crespondence Teaching毕业论文
Flipped classroom, a model of learning before teaching, changes the traditional teaching in terms of teaching structure, teacher-student relation and learning methodology. It enhances students’ learning autonomy and promotes their knowledge internalization. Micro-lecture is the basis of flipped classroom. This thesis will focus on the teaching effect of applying “micro-class” and “flipped classroom” mode in College International Business Correspondence teaching by applying experimental method and questionnaire method.Through comparing testing, this thesis will show that this new teaching method will be beneficial to college teaching.
Key words: micro-class; Flipped classroom; foreign trade correspondence; empirical research
- Introduction 1
- Demonstration 3
- Definition 3
- Definition of Micro-lecture 3
- Definition of Flipped Classroom 4
- Research design 5
- 3 Method of research 7
- contrast of parallel classes 7
- Questionnaire 8
- Definition 3
- Analysis of teaching effect 9
- 1 Grammatical error 9
3 . 2 Voc a bu l a r y er r o r s 11
- . 3 Tr a n s l a t i o n er r o r s 11
3. 4 Evaluation of teaching effect 12
- Suggestion 13
- Conclusion 15
- Work ci te d 1 6
- Bibliography 16
- Appendix 19
The Application of Micro-class Based “Flipped Classroom” Mode in International Business Correspondence Teaching
Since China became a formal member of the World Trade Organization, it has strengthened economic and trade cooperation with other countries and regions.Also, with the development of economy and international trade,it is essential that China cultivate specialized talents. Thus the International Business Correspondence course has been developed in universities. The course of International Business Correspondence, which combines international trade business with English, is one of the compulsive courses for International Trade Major students and it is a selective course for students of English Major. As we all know, it is universally acknowledged that developing talents is of paramount importance if China wants to continue expanding the international trade. Hence, the methods of teaching are also very important. The learning objectives of International Business Correspondence clear show its particularity. That is to say, the characteristics of this course determine that students should understand relevant knowledge from specific operation steps rather than learn it from the concepts in the books. In the traditional class of International Business Correspondence, teachers teach students about International Business Correspondence while students listen and make notes. This has
been the traditional teaching method since a long time. However, International Business Correspondence is a operational course. Students can not understand specific operations well only by learning the knowledge in books. Is there any other method that can help students better understand this course?
Nowadays, the foreign researches on micro-lecture differ from each other. Professor Philip Wong considered that “micro lessons are mini teaching materials which uses internet communication technology to achieve the specific goal”(chee amp; wong 2011). Generally, Micro-lecture is a series of semi-independent special subjects or units. The teaching objective of micro-lecture is simple and focused with teaching video lasting for 1 to 2 class hours. The foreign researches focus more on the study of “micro course” and “micro video”. However, the core resource of micro-lecture is not uniform,with some in the form of lessons plans and others in the form of videos. There is still a long way for micro-lecture to develop.
Chinese researches on micro-lecture rely more on the connection of class teaching contents. Teachers should make use of class time to help students understand,absorb, apply and promote the knowledge they learn. Some researchers hold the view that localizing the micro-lecture will be accepted by domestic education easily. Micro-lecture should be exploited by front-line teachers and last 5 minutes. Micro-lecture is not only a
teaching tool but also shows teacher’s development.
The main goal of this paper is to prove the application of micro-class based “Flipped Classroom” mode in International Business Correspondence teaching will be good for International Business Correspondence teaching. The analysis is aimed at proving that the new teaching method will help students learn International Business Correspondence better compared with traditional teaching mode.
Definition of Micro-lecture
Micro-lecture,also called micro course, is a coinage. Social sectors have different concepts about its definition. The embryonic form of micro-lecture first appeared in the 60-second course（McGrew 1993), proposed by LeRoy A·McGrew, the professor of University of Northern Iowa and the one-minute lecture(Kee 1995), proposed by T·P·Kee in Napier University. However, it was a senior instructional designer named David Penrose in University College of San Juan who applied micro-lecture in teaching. Professor Penrose called micro-lecture “Knowledge Burst”, and he believed that “micro-lecture will achieve as much effect as traditional long-time teaching has” (Shieh 2009).The core concept of micro-lecture is connecting the teaching contents with teaching objectives tightly in order to create “the more focused learning