In fact, resistance is not all negative and negative. Resistance “often those who have resistance will tell us something important... and details of the implementation process that they have not seenâ€. Therefore, it is not easy to eliminate the various types of resistance during the implementation of the flipping classroom, but to strive to surpass it.
1 value resistance beyond
The stakeholders involved in flipping the classroom (such as schools, teachers, students and their parents) look at the flipping classroom from different positions, which will inevitably lead to differences in their understanding of the nature, and then the value resistance of flipping the classroom. Therefore, the transcendence of value resistance should enable stakeholders to adhere to the values ​​of “harmony and difference†and bring the values ​​of diversity into a harmonious state.
(1) Correct understanding of flipping classrooms and traditional classrooms are two completely different modes of teaching.
According to dialectics of nature, the structure of the system is the internal basis for determining the overall function of the system, and the function of the system is the external manifestation of a certain structure. In other words, different structures will lead to differences in the nature and function of things. In fact, it is the flipping classroom that is structurally different from the traditional classroom, which leads to the essential difference between the two. Flipping the classroom is not just a matter of flipping in time and space, but also a conceptual flip, that is, the "teacher center said" to "double subject theory." In the course of operation, the flipping classroom pays more attention to the cooperation between teachers and students, rather than the full classroom irrigation and cramming teaching in traditional classrooms. Therefore, in the face of flipping the classroom, more emphasis should be placed on flipping the inner essence of the classroom, rather than simply structurally comparing it with the traditional classroom.
(2) Seeking a balance of multiple values
In general, the multi-value orientation itself does not necessarily lead to resistance, what is important is the harmonious balance between them. Whether it is the traditional class teaching mode or the flipping class, there is a need to exist. The key is which one can better serve today's education. In the process of implementing or promoting the flipping classroom, the value resistance faced by us requires us to seriously consider the value orientation of all relevant stakeholders. Although there are potential conflicts in the value orientation of diversification, it also includes conditions for transcendence. Therefore, the implementer of the flipping class should be good at listening to the various viewpoints of the stakeholders and adopting appropriate measures to reach a new consensus. For example, when the flipping classroom conflicts with the value orientation of the exam-oriented education, the school should base the diversified value orientation on the basis of the students' comprehensive development value orientation, and realize the harmonious balance between the multiple values.
2 cultural resistance beyond
The experience, humanity, power standard and super-stable cultural structure of Chinese culture have formed resistance to the implementation of flipping classrooms. Therefore, the best strategy to go beyond the cultural resistance of flipping classrooms is to construct a “life-oriented†inclusive culture in the field of education.
(1) “Life-oriented†is the basis for a balanced multiculturalism
The "life-oriented" educational philosophy is in line with China's simple humanistic thinking and in line with contemporary international educational philosophy. The fundamental reason for flipping the cultural resistance of the classroom lies in the influence of the traditional concept of teachers and students, especially the multicultural conflicts in the field of educational theory in modern China. To solve such problems, we must find answers from the sources of culture. The logic of culture is the logic of human activity, but in essence, the logic of human activity comes from the values ​​held by people [7]. Although there are objectively multicultural conflicts in the process of flipping the classroom, we can provide a conscious basis for stakeholders, that is, “life-orientedâ€. Based on this, stakeholders will actively coordinate the cultural discomfort brought about by the reversal of the classroom in the face of cultural conflicts.
(2) The struggle between multiple cultures requires an inclusive cultural atmosphere
In fact, the cultural resistance faced by flipping classrooms is a conflict between Chinese and Western cultures. If we want to resolve this kind of conflict, we should create a new pattern of multiculturalism based on “life-oriented†and use cross-cultural characteristics as a reference. For the cultural resistance of flipping classrooms, schools can build equal communication platforms for teachers, students and their parents, or organize them to interact with classroom activities that are generated in different cultures, thus creating a harmonious atmosphere that can accommodate multiple teaching cultures.
3 The transcendence of institutional resistance
The institutional resistance faced by flipping classrooms is manifested in conflicts between multiple systems. Therefore, the transcendence of institutional resistance cannot simply redesign and arrange the original system, but should start from the following two aspects:
(1) Pursuing institutional legitimacy
Institutional legitimacy means that stakeholders must not only accept the flipping of the classroom in terms of ideas, but also be convinced that they can achieve their due function in practice. In pursuit of legal legitimacy, it is necessary to explain to the stakeholders the drawbacks of the traditional teaching model system, and also to explain the value superiority of the personalized and comprehensive development embodied in the flipping classroom; on the other hand, it can be to stakeholders. Provide real-life cases to prove that flipping classrooms can make up for the deficiencies of traditional classrooms.
(2) Active participation of stakeholders
The active participation of stakeholders in the implementation of flipping classrooms is an effective strategy to transcend institutional resistance due to conflicts between old and new institutions. On the one hand, we can start from the front to enable all stakeholders to accept new systems, such as increasing incentives for school-related personnel, and strengthening the implementation of flipping classrooms through evaluation and supervision; on the other hand, we can start from the opposite side to make the system appear. Transformation, such as the school can organize the supporters of the flip classroom to resolve the opposition, or rationalize the relationship between the relevant classroom system (such as teacher evaluation system, student evaluation system) to weaken the system between the constraints. A junior high school English teacher in Anyang City, Henan Province, made a suggestion: "The teacher should be able to reduce the scores to the teacher, and the teacher can give students more free time, so that they can be popularized."
4 actual resistance beyond
The best strategy to surpass the actual resistance of the flipping classroom is to guide the localization of the flipping classroom based on the understanding of the essence of the flipping classroom and the overall development of the students.
(1) Transcendence of hardware and software resistance
It is true that the problems of imperfect information technology facilities in schools, insufficient informationization of teachers, and weak self-discipline of students are the bottlenecks restricting the development of flipping classrooms in China, but these software and hardware problems can be solved through relevant measures. For example, for the lack of high-quality video, the school can solve it by making it yourself or by cooperating with the learning website. Chongqing Juquei Middle School “first built a video and learning management platform, and distributed a tablet computer for each student as a learning. "Terminal", and Nanjing Xingzhi Middle School "the first professional partner to think of is the country's largest Internet education platform Hujiang network." In view of the low resistance of teachers' informationization, schools or relevant departments can organize teachers to train to improve teachers' information technology application level and video production level. As for the problem of students' autonomous learning at home, the school can mobilize parents to actively participate in or through real-time monitoring through modern monitoring technology.
(2) Resistance beyond the design or operation imperfection
The reason why the flipping classroom is difficult to achieve the three-dimensional goal is that the designer of the flipping classroom has not really designed according to the three-dimensional goals of the new curriculum, so that the students' abilities and emotions, attitudes and values ​​have not been well developed. In this regard, the most desirable transcendence strategy is to deeply understand the spirit of flipping the classroom "flip", combined with the reality of our country, to design a "flip classroom" mode suitable for national conditions. For example, the reversal classroom model of “Three Turnsâ€, “Four Ringsâ€, “Five Steps†and “Six Excellents†in Chongqing Jukui Middle School is integrated into the group cooperative learning to solve the problem of the large number of students in the large class; the teahouse of Shanghai Yucai Middle School The “flip-up†class includes “speaking, reading, training, and deliberationâ€, which can be adjusted according to the actual situation, with “review†as the core, allowing students to enhance their ability to learn and explore in cooperation, and to experience learning and growth. fun of.
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