Exploration and Practice of Flipped Classroom Teaching Mode for Industrial Chinese Major in Thai Universities

Abstract

Flipped classroom originated from the United States based on Bloom's mastery learning. With the increasing demand for information technology and personalized education, global attention to flipped classrooms continues to rise. Recognizing its advantages, more and more teachers are attempting to apply it in their classrooms. This study aims to explore and implement the flipped classroom teaching model in the Industrial Chinese Language program at a university in Thailand. The current status of the Industrial Chinese Language program and the demand for innovative teaching methods in the education field are introduced. The definition, characteristics, advantages, and applicability of flipped classrooms in language education are discussed. The study analyzes the disciplinary characteristics of the Industrial Chinese Language program, revealing issues and challenges in the current teaching models. In the analysis of teaching needs, the study investigates students' requirements and expectations in learning Industrial Chinese, designs teaching content and objectives, as well as plans student participation and strategies. The implementation phase involves feedback and adjustments, discussing the integration and development of teaching resources, along with improvements in students' academic performance, and the introduction of formulas and mathematical models. Finally, the study summarizes its limitations and proposes directions for future research.