Empirical Study on Flipped Classroom Based on Understanding

In order to answer questions arising from the deeper application of flipped classroom, our study proposed an instructional design framework of "flipped classroom on the basis of understanding". In pursuit of facilitating students\´ understanding, teachers could combine the theory of teaching for understanding with the flipped classroom pattern, reform their teaching beyond flipping classroom in the form and then innovate the whole class. Flipping classroom in the form to extend space for understanding, flipping the design procedure to ensure understanding, flipping the sequence of learning content to motivate students\´ understanding, flipping the questioning time to promote activities for understanding, flipping the order of proving learning materials to benefit "learn first to teach behind". According to this framework, we conducted an action research on a undergraduate curriculum "TV Program Edition and Studio" which is hard for students to learn. With the help of web-based teaching platform, we redesigned class from teaching form to learning content, persistently and synthetically evaluated students\´ learning effects, rethought and improved teaching. After analyzing students\´ learning performances and responses we found that the implementation of the "flipped classroom based on understanding" is helpful in improving students\´ understanding level. Finally, we offered some beneficial suggestions on flipping classroom based on understanding.