The flipped learning model, which “flips” traditional in-class lectures with cooperative activities, has obtained lots of followers and backers in education. Usually teachers have a negative attitude toward flipped model. Teachers have their stance, and flipped model is still in the exploration stage in vocational education context at present. Studies and design models for flipped learning in secondary vocational education are insufficient. However, flipped classroom is an educational tool which may benefit students. This paper attempts to provide a foundation for further research and implementation for flipped learning in secondary vocational education. It was found that there is no quick answer to the question whether the flipped classroom should and can be introduced to secondary vocational schools or not, but teachers should implement flipped classroom positively.
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机译:How the Group Leaders of Lesson Preparation Groups Facilitate Group Learning and Reflective Practice in Chinese Public High Schools =中国公立高中的备课组长是如何引领团队学习和反思性实践的?
机译:second language classroom research: a developmental perspective of teachers' error correction behaviour in an anglo-Chinese secondary school's classroom in Hong Kong.