Practice and Exploration of Teaching Reform in “Educational Psychology” Based on Flipped Classroom

Key Points

• The research aims to address the disconnect between theory and practice in Educational Psychology courses.
• Developed a flipped classroom model combining pre-class study, in-class practice, and comprehensive evaluation.
• Involved 198 undergraduate psychology students in the study.
• Conducted a systematic evaluation using surveys to assess the effectiveness of the teaching reforms.
• Flipped classroom approach enhanced intrinsic motivation in course teaching.
• Significant improvements observed in students' autonomous learning ability and knowledge application.
• Student participation and overall satisfaction rates reached 89.4% and 94.4%, respectively.

Abstract