Can Flipping the Classroom Change the Traditional Teaching Method of “Economic Research Methods”?

  • Zongyi Chen Qilu University of Technology
Article ID: 1193
227 Views, 26 PDF Downloads
DOI: https://doi.org/10.18282/le.v9i5.1193
Keywords: Economics Research Methods, Flipping Classroom, Role

Abstract

The course “Economics Research Methods†is often unsatisfactory because of its abstract nature and high requirements for students’ knowledge reserves. Flipping the classroom has changed the timing of knowledge transfer and knowledge internalization, which is helpful for students to make up for their knowledge reserves, and helps to improve the process of knowledge internalization through active classroom discussions with teachers, and it is more conducive to students to establish economic thinking and knowledge Picture. Of course, “Economics Research Methods†also requires teachers and students to make active and effective adjustments to their roles when carrying out fipped classrooms.

References

[1] Ma Minghai, Qian Liping, She Xinsong, Xu Shengyou, Wan Shunli. Reform and empirical study of science and technology paper writing curriculum based on flipped classroom[J]. Journal of Higher Education, 2020(19): 129-132.

[2] Chen Xiaofei. Research on the flipped classroom teaching model[D]. Central China Normal University, 2014.

[3] Liu Jianzhi, Wang Dan. A review of the research and practice of flipping classrooms at home and abroad [J]. Contemporary Education Theory and Practice, 2014, 6(02): 68-71.

[4] Li Hailong, Deng Minjie, Liang Cunliang. Design and application of task-based flipped classroom teaching model [J]. Modern Education Technology, 2013, 23(09): 46-51.

Published
2020-08-02
How to Cite
Chen, Z. (2020). Can Flipping the Classroom Change the Traditional Teaching Method of “Economic Research Methods”?. Lifelong Education, 9(5), 14-16. https://doi.org/10.18282/le.v9i5.1193
Issue
Vol. 9 No. 5 (2020)
Section
Article