earticle

영어

Along with the rapid development of Internet technology, there has been a significant transformation in teaching activities, and it is evident that the early single mode is no longer able to meet the practical needs of students. Therefore, teachers should attempt to integrate online and offline teaching, provide reasonable guidance to students, encourage their effective engagement in learning activities, complete relevant learning tasks, and thereby comprehensively enhance their learning abilities. The flipped learning model perfectly meets these conditions, contributing to the achievement of teaching goals in tourism Chinese. This study applies the flipped learning model to tourism Chinese courses and conducts empirical analysis in an attempt to develop a more effective flipped learning teaching mode for tourism Chinese courses. The empirical analysis results indicate that the majority of students are highly satisfied with the flipped learning teaching model, which allows for personalized learning, autonomous learning, and collaborative learning, ultimately achieving good teaching results. However, when operating the flipped classroom, some students find the learning burden too heavy or face difficulties in self-management, affecting the completion of tasks during the class. Some students also express dissatisfaction with the relatively short practice time during the class, which doesn't align well with the experiential learning model. In response to these issues, this study proposes teaching suggestions for the three corresponding stages of pre-class, in-class, and post-class, providing new teaching ideas for the development of tourism Chinese course teaching.