Is flipping, it is moving forward

The China Education Equipment Purchasing Network recently highlighted the growing interest in the flipped classroom model, a teaching approach that has evolved from traditional "efficient classrooms." Unlike disruptive changes, the flipped classroom concept has gained widespread attention and exploration as a new educational format. Its development is closely tied to advancements in educational technology and equipment. The rapid growth of internet technology, the construction of educational infrastructure like “two links and three platforms,” the rise of the Internet Khan Academy, and the influence of MOOCs have not only provided a solid foundation for implementing the flipped classroom but also opened up more possibilities for human development in the digital age. In terms of pre-class guidance, the flipped classroom has shifted from traditional paper-based materials to electronic micro-classes. This represents a change in how learning content is delivered, but it's not just about moving textbooks online. From the student's perspective, micro-video lessons offer several advantages. First, they help with understanding: teachers clearly explain concepts, and students can watch them multiple times based on their needs, making knowledge construction easier. Second, they foster engagement: well-prepared videos are often more vivid than in-person lectures, creating a one-on-one feel that boosts student interest. Third, they support retention: clear visuals and multimedia elements help maintain attention and improve long-term memory. Finally, the internet offers access to a wealth of information, interactive platforms, and opportunities for students to communicate with teachers and peers before class, increasing their chances of becoming active participants in the classroom. According to feedback from various regions, this new teaching method and technology have indeed sparked students’ interest and motivation, improved their confidence, increased classroom participation, and enhanced learning outcomes and personal development. However, for teachers, the shift to this new model brings challenges. Producing micro-courses requires significant time and effort. For example, some teachers spend five hours recording a five-minute video. Li Wanqing, a teacher at Nanjing West Street Primary School, continuously explores better techniques for micro-course production. He says, “My goal is to make a 5-minute lesson take only 5 minutes.” He believes that technology should be an extension of human potential, and teachers must first develop curiosity and a spirit of exploration toward it. Reports show that internet companies, education departments, and institutions have created many high-quality micro-resources, and teachers should know how to find, select, and use them effectively. In an information-driven society, teachers should help students build strong information literacy—so how can they not lead by example? Looking at the introduction of the flipped classroom, the transition from a traditional “teaching-focused” environment to a more dynamic and interactive “learning-centered” space requires digital educational equipment to provide support. These tools help improve classroom quality and efficiency. For instance, using smartboards, tablets, and laptops can reduce the workload of teachers, allowing them to focus more on guiding and interacting with students, thus achieving a more student-centered learning experience. Modern teaching technologies also require real-time analysis of student performance, data sharing, interaction, and long-term storage. Additionally, different subjects may have varying technological needs, which means that educational equipment should undergo thorough demand analysis during development and prioritize user experience in service to ensure that the tools truly serve the teaching process, rather than being just decorative. The flipped classroom is a product of advanced educational ideas and cutting-edge technology. While its implementation still needs more practical testing and may evolve over time, the trend of using technology to enhance classroom quality and efficiency is unlikely to reverse. As one parent put it, “My child started using a tablet at the age of three. I can’t imagine future classes going back to the past.” (By Guan Ting)

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