Research on Chinese International Education Flip Classroom Based on Ant Colony Algorithm

Abstract

With the rise of educational technology, the flipped classroom mode is booming. Students watch teaching videos after class, complete homework and internalize knowledge in class, which makes both teachers and students benefit a lot. For students, the autonomy of learning has been greatly strengthened, the learning time after class is flexible, and the limited time is maximized in class; for teachers, although the workload increases, it is conducive to their own strict requirements, and teachers should ensure that they can answer students’ questions at any time. It can be seen that both teachers and students in the flipped classroom are being pushed forward. In order to ensure the efficient learning of students after class, the application of learning management system is essential. Through the combination of flipped classroom teaching mode and network learning management system, the learning time after class is freely grasped by students, which is flexible and efficient. Classroom time is more applied to the interaction and cooperation between teachers and students. In this way, we can increase the classroom capacity and help Chinese teachers to become real preachers, educators and puzzlers.

The main research questions are as follows: first, in the flipped classroom based on canvas, what are the students’ attitudes towards language and knowledge acquisition? Second, what learning strategies do students adopt in the learning process? Third, what are the new gains of flipped classroom experience compared with the traditional classroom? The survey results show that the flipped classroom teaching mode can indeed improve the traditional teaching mode - some questions Question. In this mode, students interact with each other more intensively and the classroom is more humanized. Students’ communication skills, self-confidence and knowledge acquisition are all improved. However, different students have different understanding of the validity of this teaching method due to their different understanding of the certainty, authority, source of knowledge, the real meaning of learning content and the measurability and importance of learning results.