Reform and Practice of Teaching Model of "Security Design and Validation" Based on Flipped Classroom

DOI

10.2991/icpel-18.2018.3How to use a DOI?

Keywords

flipped classroom, micro course, “five rings”, instructional design, teaching mode

Abstract

Flipped classroom as a new teaching concept effectively fills in the gaps of the traditional teaching mode by shifting instruction to a learner-centered model, delivering instruction online and offline with the aid of network and technology. A teaching model reform was conducted on the course Security Design and Validation based on the flipped classroom, forming a teaching philosophy of “one goal, two roles, three reforms, and four foundations”. A modular “course package” teaching content system was built based on “analysis + design+ verification+ practice”. A “five ring” teaching design model was proposed with “question, design, knowledge, method, application”. The mixed teaching mode was practiced based on Flipped classroom's “self-study offline, problem explanation, display in class, group discussion, after-class extension”. By recording micro-knowledge and micro-video, students will be guided to self-study before class, and discuss problems in the class, and after-school extended assistance will be arranged. All these measures have effectively integrated “teaching" and "learning”, strengthened the subjective status of students and improved the teaching effect.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lijuan Kan
AU  - Jihui Xu
AU  - Ze Li
PY  - 2018/10
DA  - 2018/10
TI  - Reform and Practice of Teaching Model of "Security Design and Validation" Based on Flipped Classroom
BT  - Proceedings of the 2018 3rd International Conference on Politics, Economics and Law (ICPEL 2018)
PB  - Atlantis Press
SP  - 13
EP  - 16
SN  - 2352-5398
UR  - https://doi.org/10.2991/icpel-18.2018.3
DO  - 10.2991/icpel-18.2018.3
ID  - Kan2018/10
ER  -