As a new pedagogical approach and model, the "flipped classroom" is getting more and more heated, and its introduction has injected fresh blood into the practice of China's education. At the same time, it has brought profound thoughts to Chinese educational scholars. After probing into the connotations of the new teaching model, the author further analyzes the feasibility of employing the strategy in the imparting of marketing courses, plus a teaching model designed. The results show that, the flipped teaching has more students engaged in classroom and fosters hands-on ability in them. Yet it's still waiting for further analysis on its significance in improving examination scores and in tapping out the potentials of every student. As is already pointed out in China's National Medium-and-Long-Term Plan for Education Reform and Development (2011-2020), the development of information-oriented education shall use innovative educational philosophy as pilot, quality education resources and informationalized learning environment as foundation and innovative teaching and learning as the main [1]. With the rapid development of information technology today, the popularity of online media is not only greatly granting people easier access to knowledge, but also fostering changes in learning models". As a competent teacher, with his ability stretching to its maximum, yet still with the classroom under control, to what degree could he said to be benefiting all the students at the same time?" With the question posed to flipped classroom, the new teaching model scales an Internet hit in the US. Earning more eyeballs globally, a new model tagged with the name of reform and innovation, the flipped classroom has stridden over the Pacific Ocean to China, setting off a storm of reform in classroom teaching. Flipped classroom has shaken the foundation of traditional teacher-centered pedagogy, elevating the classroom to a higher level, possibly bringing an end to traditional teacher-monopolized stage [2]. The Connotation of Flipped Classroom Many researchers inside and outside of China have carried out a series of research on flipped classroom. In terms of definition on flipped classroom, the author here proposes an interpretation from the angle of content and the angle of process. The Interpretation of Content in Flipped Classroom The focus of flipped classroom is not on the "reversal" aspect but on the essence of "reform" in the class. It's not only to reverse the student-teacher relations but also to change the teaching philosophy and reset teaching goals. Therefore, the connotation of flipped classroom could be expounded from the following five perspectives. First, there is the flipping of teaching goals. Flipped classroom aims to grant all students access to teachings fitting their characters. Through the individualized corrective assistance, it's to help foster students' personality via timely and effective feedbacks. Second, there is the "flipping" of teaching ideals. Flipped teaching has switched from the teacher centeredness ...

Purpose This study aims to investigate the impact that knowledge management (KM) capabilities have on school effectiveness in career and technical education (CTE) in Taiwan. Design/methodology/approach The study adopted a survey research. A total of 439 valid samples were obtained and subsequently verified with structural equation modeling. Findings The results indicated that KM capabilities consist of two main dimensions, namely, the KM enabler capabilities and the KM process capabilities. The former includes structures, cultures and information technology support, whereas the latter includes acquisitions, storage, sharing and applications. In terms of the relationships among the dimensions of the model structure, the KM enabler capabilities managed to effectively predict the KM process capabilities, and the KM process capabilities managed to effectively predict the perceived school effectiveness. Research limitations/implications Based on the results, improvement of the KM enabler capabilities and process capabilities of higher education institutions of CTE is recommended so that their school effectiveness may be improved. Because the participants were not randomly selected, the generalizability of the results should be further examined. Practical implications This study encourages practitioners to focus their KM practices on KM enabler capabilities and the KM process capabilities. Originality/value The current study provided an insight into and further understanding of the model regarding the relationships among the KM enabler capabilities, the KM process capabilities and the school effectiveness.

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