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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ZHANG Yayi
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DOI:10.17265/1539-8072/2021.03.003
Beijing International Studies University, Beijing, China
Under the flipped classroom teaching theory, the aim of this paper is to explore whether the teaching model of “student-oriented, teacher-led” can help improve the learning effect of Japanese major students by adopting the mixed online and offline teaching method of rain classroom. Two Japanese majors classes of Grade 19 in BISU were taken as the research objects of the one-semester comparative experiment. The study found there were obvious differences in learning effect and learning experience between the two classes. The experiment proves that the role of teachers in flipped classroom is more obvious than that of traditional teaching. If teachers can actively play the role of teacher-student interaction, Japanese professional level of the students can be effectively improved.
flipped classroom, the rain classroom, basic Japanese teaching, contrast experiment
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Wang, A. J. (2018). Teaching practice and teaching effect of flipped classroom for basic Japanese. Chinese Foreign Language Studies, 5(1), 26-33+115.