the Flipped Classroom in China

RG B – The benefits and challenges of technology in education
Posted on | by Qi Zhenting
https://zjuintl-my.sharepoint.com/:v:/g/personal/johnmaclean_intl_zju_edu_cn/EZm72cChGHxFuQ455L62xuABxw_prk9m9dhXp7B3pL6oig?e=NVEJGc

I choose PowerPoint as my multimodal-text, because it not only can convey both written message and graphic message, but also allow me to organize the contents in a desirable and logical sequence. As for the constraint, it may not be as attracting as a video with animations. Additionally, and I cannot put too much information in one slide, so I need to use more than one page for a sub-topic, and in PowerPoint I lack “voice” as a narrator. So, it’s not that effective in conveying information.

My non-academic audience are basically Chinese students and teachers. Same to me, they care about implementing the flipped classroom model in China. However, what they generally focus on is the impact of the flipped classroom model on students’ learning, while what I focus on is whether to implement this model. So, what I’m doing in this multimodal-text is trying to persuade them to take deep consideration of the challenges before implementing the model, rather than just looking at the benefits of it.

In order to make sure all of my audience know what it is, I insert a page as an introduction of the flipped classroom. In this part, I choose two high-contrast colors at left and right sides to compare the specific process of the traditional class and the flipped classroom. This builds a background and help readers follow my logic when I discuss the challenges, because all the challenges are based on the exact process of the flipped classroom.

In the main body, I show three urgent challenges based on what I’ve found in relevant sources, which at the same time act as the function to highlight the exigence of my topic. First, I talk about the restriction of test-oriented education notion. I choose this as the first one because it has strong correlation with Chinese culture, which may quickly arouse the sense of identity of my audience. Then I demonstrate the limitation of the big number of Chinese students, and I take advantage of the data collected by an authoritative institute to build ethos. Finally, I show how Chinese students lack free time. Why I put the “number” problem as the former one is that it is more obvious and more difficult to overcome than the “time” problem. And this organization of sub-topics helps to build logos.

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