Study on the Evaluation System of Flipped Classroom Teaching in Colleges and Universities

With the rise and development of open online courses such as SPOC and MOOC, more and more researchers are paying attention to how to carry out the practice of flipping class and make use of information technology to innovate teaching methods. Based on the analysis of flipped classroom teaching mode and curriculum evaluation theory, this paper explores the problems and solutions in the evaluation of flipped classroom teaching. Present Situation of Flipped Classroom As students’ individual needs and self-learning abilities are increasingly concerned, it is becoming more and more important to return to the essence of teaching, which is helpful to improve students’ learning enthusiasm, autonomy and individuality, and promote the development of their knowledge, ability and accomplishment. The flipped classroom teaching can be regarded as a model of contemporary classroom teaching model. In China, this teaching mode not only reverses the classroom, but more importantly, it integrates SPOC and MOOC with traditional classroom teaching to explore mixed teaching in classroom environment. On the one hand, it can make use of information technology effectively. On one hand, it stimulates students’ learning motivation and enhances their learning experience. Bloom’s taxonomy of educational objectives is the theoretical basis for the reform of flipped classroom teaching mode. According to the classification of educational goals, in flipped classroom teaching, students’ learning process that can be carried out independently, such as knowledge and comprehension, is achieved outside class, while the teaching process which requires teachers’ guidance and participation, such as application, analysis, and synthesis, is conducted in class. Compared with traditional teaching methods, the premises of this teaching mode are that, firstly, students have to learn systematically and independently outside class; secondly, teachers need to efficiently organize students to conduct interactive learning in class. Therefore, there are two major advantages: firstly, it can give full play to students’ initiative and creativity in learning; secondly, it can mobilize the interaction between teachers and students. In 2014, Zhejiang Gongshang University made an attempt of the school-scale flipped classroom teaching. It is one of the earliest universities in China to promote the flipped classroom teaching mode at the school level. In early 2017, in order to promote the reform of teaching method, improve students’ enthusiasm, autonomy and personalized learning, Nanjing University of Finance and Economics launched the teaching reform of flipped classroom. So far, flipped teaching has been fully implemented in the courses. There are some difficulties as follows. First of all, the mode of “teaching first and learning later”, which reverses the traditional mode, has been widely applied in foreign universities and domestic primary and secondary school teaching design, but it is not widespread in domestic universities, especially in large class teaching. Therefore, there are few cases to learn from in the implementation process. In addition, flipped classroom requires students to complete direct learning outside the class, and the class time is strategically used for collective or personalized activities. Students who participate in the teaching reform of flipped classroom have virtually increased their extra-curricular learning time, but this can not improve their test scores accordingly, 1st International Conference on Contemporary Education and Economic Development (CEED 2018) Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 221