Although the flipping classroom conforms to the wave of traditional classroom reforms, schools that actually carry out classroom teaching or experimentation in China are rare. The main reason is that there are “various impedances (barriers)†in the implementation process. The resistance in flipping the classroom implementation process is a variety of factors that hinder the implementation of the classroom.
1 value resistance
In the process of implementation, the flipping classroom faces conflicts of different value orientations of various stakeholders, that is, multiple value conflicts. The value resistance of flipping the classroom refers to the resistance caused by the inconsistency of the value of the flipped classroom in the process of flipping the classroom, mainly in the following aspects:
(1) The identity of the flip-flop practitioners is low
Some scholars and teachers are not optimistic about flipping classrooms, and think that flipping classrooms is a “re-arrangement of traditional classrooms†supported by modern information technology. From the perspective of teaching structure, the two are indeed different – ​​the traditional classroom teaching structure is “before classâ€. Pre-study + lectures + post-class consolidation, and the teaching structure of the flip classroom is usually "pre-class video learning + classroom cooperative learning." However, in terms of flipping the teaching steps of the classroom, it is still “student preparation (learning through information resources) + pre-course teacher testing + teacher answering classroom activities + student knowledge consolidationâ€, which inevitably makes people suspect that flipping the classroom does not escape in essence. The way of teaching in traditional classrooms - after all, students are still listening to their own teachers, the only difference is at home listening; the place where students do homework is just flipped from home to the classroom - the only time is the transformation of time and space, the teacher still uses the tradition The method of imparting knowledge; students are still learning with their own cognitive habits, and through the homework to consolidate knowledge.
(2) Stakeholders' multi-value orientation conflict
The resistance created by different value orientations may, to a certain extent, cause the flipping classroom to be difficult to implement, or to form or even die. For example, the models of Yangsi teaching and shifting work that have appeared on the stage of teaching reform in China, although highly recognized in the academic world, have not been satisfactory. The reason is that these models will inevitably encounter value resistance from various stakeholders in the implementation process. Today, flipping classrooms are hotly debated in academia. Many schools at home and abroad are also eager to imitate, but if we ignore the value resistance from various stakeholders, then flipping the classroom is likely to embark on the old path of previous reform failure. The survey found that flipping classrooms does face multiple value conflicts among various stakeholders. For example, a class teacher from a high school in Fuyang City, Henan Province pointed out: “Schools, parents and students are pursuing the rate of enrollment. They are not willing to spend more time on this high-risk model.†In the interview, many parents said that if Flipping the classroom does not meet their needs for progression rates, and they will ask the school to stop this teaching model.
2 cultural resistance
The cultural resistance of flipping the classroom refers to the blocking power of the flipping classroom that cannot be smoothly implemented or implemented due to the wrestling and conflict of cultural factors. The flipping classroom originated in the United States, and it will inevitably contain the cultural genes of innovation, individuality and equality that are unique to the West, and our culture has the characteristics of experience, collectiveness and power. It is the difference between Chinese and Western cultures that makes the flipping classroom encounter the following three pairs of cultural tensions in the process of implementation:
(1) Empirical and innovative tension
The empirical nature of Chinese culture refers to the old-fashioned spirit of “taking the past as the orientation†and suppressing the inner rational reflection. This is conservative in the teachers' thoughts and behavioral habits; in the students, it is expressed as a statement, not inclined to Possession of knowledge rather than exploration. Western culture advocates innovation and development, and constantly raises and answers "why" in science and creative activities. Due to the influence of Chinese cultural experience, teachers finally formed a dependence on the way of empirical behavior. When faced with the new model of flipping classrooms, they can't find a set of consistent general rules as before, and new ideas and ideas are still not constructed. Finally, the teacher's rational understanding of flipping the classroom will encounter the resistance of the empirical cultural spirit, which may eventually slow down or even terminate their pace of flipping classroom changes.
(2) Human and individual tension
The humanity of Chinese culture is centered on "ritual customs", usually expressed as face, gratitude, humility, etc. In the field of education, it is a ritual culture between teachers and students. However, flipping the classroom is a platform for students to express themselves and pursue truth. For example, in the flipping classroom of the Highland School in the United States, the classroom is not a neat desk, but a round table, comfortable sofas and upholstered chairs, and a row of computer terminals. Students can sit and learn while they are in class, and some students even ask to set up a cafe in the classroom. In fact, this kind of personalized learning and teacher-student communication model is not easy to accept in our classroom.
(3) Tension of power and equality
Chinese culture pays attention to respect and obedience, so power becomes synonymous with privilege and status. In the field of education, it is reflected in the teacher's authority to the students and the teacher's control over the classroom. The students must "know their teachers and believe in their own way." However, the connotation of "power" can be understood as natural human rights, freedom, and equality in the West. In the field of education, teachers are treated equally for students, and students show the scientific attitude of "I love my teacher, I love the truth more." Therefore, the contradiction between the power education culture tradition and the cultural requirements of flipping the classroom is obvious. The flipping classroom emphasizes the democratic participation of students and teachers, advocates the spirit of cooperation, respects the individual differences of students, and requires teachers to establish a "student-oriented" concept. However, under the influence of the “power cultureâ€, teachers always protect their powers of students and teaching for various reasons, and thus form a cultural resistance to flipping the classroom. A high school teacher in Xinxiang City, Henan Province once pointed out: "China's cultural environment will cause resistance to the implementation of flipping classrooms. Everyone thinks that students should sit in the classroom and learn from video. It is not easy to be accepted through video learning."
3 institutional resistance
The institutional resistance of flipping the classroom refers to the inconsistency or contradiction between the flipping classroom concept and the formal education system and informal education system in China. The specific performance is as follows:
(1) The resistance caused by the conflict between the classroom and the formal system
The resistance posed by the conflict between the flipped classroom and the formal system is mainly due to the conflict caused by the mismatch of the various systems required by the flipping classroom and their corresponding formal systems. Ma Junchen [4] pointed out: "The evaluation system in the flipping classroom is very different from the evaluation in the traditional classroom. Not only should we pay attention to the evaluation of students' learning outcomes, but also through the establishment of students' learning files and the evaluation of the learning process. Although the school currently pays attention to the process evaluation, the school and the education administration still habitually tend to judge the effectiveness of the teaching through summative evaluation (such as the final exam), while the evaluation mechanism such as parent evaluation and student mutual evaluation still There is a certain form of formalism.
(2) The resistance caused by the conflict between the classroom and the informal system
Informal institutions are the customs, values, and cultural traditions that people have formed in their long-term educational life. In fact, people's educational activities are often consistent with various informal systems to a certain extent. For example, the traditional classroom in our country is the product of the pursuit of high school attendance by members of society. However, the original intention of flipping the classroom is to guide students to master the basic knowledge and skills, and not over-emphasizing the study, which will inevitably be in line with China's inherent advocacy of "learning and excellence", "all kinds of products, only high reading" Informal systems create conflicts.
(3) Reversing the resistance of the “idea and institutional conflict†in the classroom
The resistance of the “ideal and institutional conflict†in the flipping classroom is as follows: 1 “The concept and the system are out of touchâ€, that is, the concept of flipping the classroom is out of touch with the current institutional arrangement. From the perspective of the generation and development of flipping classrooms, flipping classrooms is a model that American teachers spontaneously innovate and promote based on the need to solve practical problems. It can be said that the idea of ​​flipping the classroom is freedom and empowerment. For this reason, the flipping mode of the American Woodland Park High School and the mathematics flipping class of Shiqiao Primary School were obtained. However, China's teaching reform complies with administrative orders in the system, and the specific manifestation of which teaching mode teachers use can only be obeyed by the education administrative department or school leaders. For example, when interviewing a junior middle school Chinese teacher in Nanyang City, Henan Province, why not try to flip the class, she said: "Now what kind of mode teachers use to attend classes, are obeyed by the Education Bureau and school leaders. If you do not follow the leadership requirements, you can not claim titles. In other words, in terms of institutional arrangements in China's teaching reform, the freedom and empowerment of teachers is limited. Therefore, it is difficult to find the corresponding institutional arrangements for the concept of freedom and empowerment that should be followed in flipping the classroom, resulting in a disconnection. 2 “The misplacement of ideas and institutionsâ€, that is, in the process of implementing the flipping classroom, what people are pursuing is not the educational concept that should be ought to be, but the interest outside the hidden educational concept. For example, the flipping classroom pursues education in the concept of education, and pays attention to cooperation, but in the system, it pursues the student's rate of enrollment and highlights competition. It is this conflict between the idea of ​​flipping classrooms and the education system that restricts the implementation of flipping classrooms.
4 actual resistance
The actual resistance refers to the various problems that arise during the design of the classroom and the operation process. The main performances are as follows:
(1) Relative lack of hardware and software resources
Flipping classroom is a teaching mode based on information technology, requiring schools to have a complete set of information equipment and a large number of micro-videos. For example, the number of videos in the Khan Academy is growing, from basic core courses in mathematics to physics, chemistry, finance, to the Napoleonic Wars, and to the secrets of alien abductions. Today, Khan Academy is adding more areas of instructional video [5]. However, in China, there is currently a phenomenon in which the level of regional informatization is extremely uneven. There are still some schools in China that do not have computers. Imagine how they implement the flipping classroom. As a junior high school teacher in Xinxiang City, Henan Province said: "The family conditions of students are not allowed, and the hardware of the school is not up to date."
(2) Restrictions on the quality of teachers and students
The premise of flipping classroom implementation is that teachers can produce high-quality videos, and students can master basic computer skills and self-learning skills. But the question is, can Chinese teachers produce high-quality micro-videos? The production of high-quality videos not only requires teachers to have a deep grasp of teaching materials, teaching objectives, and student characteristics, but also needs to master video production techniques such as sound design. Knowledge of background design, interface design, etc. - these requirements for teachers are extremely high. In addition, even if the school has high-quality teaching videos, do all students have basic computer skills? Can students learn at home instead of surfing the Internet? Because of this, when asked about a certain city in Xinxiang City, Henan Province When the junior high school class teacher “what is most worried about implementing the flipping classroomâ€, the answer he gave was: “The student’s consciousness is not enough.â€
(3) Incomplete imperfect classroom structure leads to difficulty in achieving 3D targets
From the perspective of the operation of flipping the classroom, students are more likely to achieve knowledge goals, while ability goals and emotional goals are more difficult to achieve. Flipping the classroom through self-study and class discussion before class can really enable students to complete the internalization and consolidation of knowledge. However, in the large-scale teaching environment in China, teachers should not only learn the knowledge, but also develop their problem-solving skills, emotional attitudes and values ​​in a class according to the steps of flipping the classroom. In fact, these goals are difficult to achieve at the same time.
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