论文代写价格：翻转课堂的启示
下面的文献讨论了一些与翻转类相关的启示。这些好处和机会将与基础基础有关，如前面在理论框架部分(Code & Zaparyniuk, 2009)中所述。自20世纪90年代末以来，翻转课堂在迈阿密-俄亥俄大学经济学导论课程的未毕业阶段就被成功引入(Lage, 2000)。在研究范围内，学生应具备通过PowerPoint幻灯片、录音讲座或录像讲座等方式获取讲座资料和讲座内容的能力。当学生进入教室进行研究时，老师提出了一系列问题，甚至回答了学生提出的问题(Jenkins, 2012)。本研究的结果提示和暗示了学生对翻转课堂的偏好，而不是传统的教学和讲座(Davies et al.， 2013)。因此，学生对翻转课堂的反应是相当积极的。这说明学生在学习中有更多的动机(Herreid & Schiller, 2013)。在一对一的支持下，老师们和同学们都表示很开心。此外，他们还培养和支持了翻转课堂所允许的这种协作环境。
论文代写价格：翻转课堂的启示
在整合翻转课堂方法的同时，学习如何使用教育媒体和技术是非常重要的。因此，为了减少主动学习的课时，本研究将使用视频进一步探讨这一问题(Headden, 2013)。翻转课堂的基本框架是在社会建构主义理论和工作的基础上建立起来的，包括维果茨基(1978)的“最近发展区”(The Zone of Proximal Development)、巴赫金(Bakhtin)的“对话学习”(Dialogic Learning)和杜威(Dewey)的“学习者的代理与体验学习”(agency and experience Learning of Learner)(1981)。这些基础理论有助于为翻转课堂的教学方法提供背景和背景，有助于核心原则的演变和积极的学习过程(Gelder, 2005)。所有这些都是经过详细审查和发表的二手研究资料。
论文代写价格：翻转课堂的启示
The literature below discusses about a number of affordances related to flipped class. These benefits and opportunities will be in connection with foundational roots, as presented previously under the section of Theoretical Framework (Code & Zaparyniuk, 2009). The flipped classroom had been introduced successfully at the level of under- graduation at the course of Introduction to Economics and University of Miami- Ohio since the later years of 1990s (Lage, 2000). Within the research, students should have an accessibility of lecture material and lecture by the slides of PowerPoint and lecture of recorded audio, or lectures of recorded video. When students entered their classroom with regard to the research, the instructor asked a number of questions and even answered the queries raised by the students (Jenkins, 2012). It was suggested and implied by the results of this research that students show preference towards flipped classroom rather than traditional instructions and lectures (Davies et al., 2013). Hence, the response of students to flipped classroom approach is considerably positive. This states that students were involved with more motivation in learning (Herreid & Schiller, 2013). It had been commented by the instructors and the students that they enjoyed in the environment of one- to- one support. In addition, they fostered and supported such a collaborative environment that was allowed by the flipped classroom.
论文代写价格：翻转课堂的启示
It is important to gain knowledge on how to use educational media and technology while incorporating the flipped classroom approach. Hence, this will be discussed further ahead in this research essay with the use of videos in order to reduce the duration of class with regard to active learning (Headden, 2013). The fundamental framework for the flipped classroom is set on the basis of theories and work regarding socio- constructivism that includes the Zone of Proximal Development by Vygotsky (1978), Dialogic Learning by Bakhtin (1981), and the agency and Experiential Learning of Learner by Dewey (1981). These fundamental theories help in the provision of context and background for both purposes, the evolution of core principles and active learning processes involved in the approach of flipped class (Gelder, 2005). All of these are well-reviewed and published sources of secondary research.
