The Flipped Classroom Model of Japanese Teaching Based on Intelligent Decision-Making System

Abstract

Invert the model of learning in the classroom as a new model in the field of education as modern Internet technologies develop and the concept of learning is updated. It is widely used and promoted in various disciplines. Scholars and front-line teachers have begun to try to introduce the flipped classroom teaching model into language classrooms. With this opportunity, practical studies on flipping classes in foreign languages have emerged. At the same time, the study of the learning process in the classroom has become a problem that needs to be urgently addressed. At present, the linguistic field generally regards the specific teacher-student discourse interaction and verbal communication patterns in the teaching process as a research trend. For the Japanese teaching field, the research on the specific characteristics and patterns of teacher-student verbal communication in classroom discourse is a top priority. Drawing on previous research theories and research methods, the two key research topics are combined. Taking the foreign language curriculum under two different classroom teaching modes as the empirical research object, this paper studies the specific classroom teaching process by using the interaction theory of sociology. At the same time, it uses the Flanders Interaction Analysis System (FIAS) to conduct detailed quantitative research on the interaction of teachers and students in classroom discourse, and analyze and discuss the statistical results. The relevant teaching suggestions for the application of the Japanese flipped classroom teaching mode are put forward, and the problems that must be paid attention to in the practical application are pointed out, in order to provide meaningful reference and reference for the construction of the Japanese teaching mode.

The Design and Practice of a Multi-solution Teaching Strategy: Taking the C Language Programming Course as an Example

“…Multiple solutions to a problem is the process of inspiring and guiding students to use different methods to solve the same problem from different angles. The thinking and comparison of various methods and processes not only can help students better understand and master the basic knowledge and key points of C language programming but also deepen their understanding of knowledge in thinking and comparison, broaden the thinking, and lay a foundation for the future application of what they have learned [15] . This paper takes the C language programming course as an example to show the specific teaching design and practice of one problem multi-solution teaching strategy in the teaching of the integration of theory and practice courses in higher vocational colleges, hoping to provide a reference for other teachers.…”

Effective Teaching Design Based on the Combination of BOPPPS Model and Tina Virtual Simulation Software

“…Besides that, it brings students to develop their own self-learning strategies to adapt to the demands of the learning environment. Some researchers have achieved some results using fipped classrooms [10][11][12][13][14]. In many references, most students explain knowledge according to the teacher's requirements.…”

Exploring What Teacher's Decision-Making in Designing Mathematical Assignments?: Case Studies in Beginner

“…BT had many ideas in designing the first problem by linking the renovation of the building, the number of items needed and the price, the number of workers, and the salary. This condition shows that BT seeks to build information based on quantities easily understood by students, so for the first problem, BT raises the problem of the ratio of inverse values to the quantities used, namely the number of workers and length of work (Agustyaningrum et al, 2020;Fitriana et al, 2022;Sinaga et al, 2023;Tong et al, 2020;Wang et al, 2022). Furthermore, BT provides another alternative by utilizing a known quantity.…”