Computer Education Curriculum Innovation Based on Flipped Classroom and Network Education Model

Literature Review

The flipped classroom teaching model will become increasingly mature in the continuous efforts and practices of global educators, and revolutionary changes have occurred in global education (Boote et al., 2021). The flipped classroom teaching model replans the teaching and learning models preclass, during, and postclass to realize the flipping of the roles of teachers and students in teaching (Johnson et al., 2023). The traditional teaching process mainly includes preclass preview, classroom knowledge transfer, and postclass knowledge internalization. Preclass preview means that students simply read and understand the content of the textbook before class and does not require in-depth study (Adedoyin & Soykan, 2023). Knowledge transfer is completed by teachers in class, and knowledge is internalized by students through homework and operation postclass (Sofi-Karim et al., 2023). In this link, students will conduct a comprehensive and in-depth study of the content they have learned, not only stick to the textbooks. Knowledge internalization is completed in the classroom with the help of teachers and classmates to solve various problems encountered in extracurricular learning (Lufungulo et al., 2023). This teaching model is the flipped classroom. In the flipped classroom teaching model, the purpose of teachers' teaching is stronger, the autonomy of students' learning is improved, and the corresponding teaching effect is greatly improved. Through many demonstrations and practices in education, the flipped classroom will become a new concept and teaching model of today's teaching (Martin et al., 2023).

In this way, the precious time in the classroom will allow students to engage in active learning more wholeheartedly, so as to gather everyone's strength to discuss and solve the current challenges of localization and globalization (French et al., 2020). Relevant professors will not introduce relevant information in the classroom. This kind of information that needs to be known will be completed by students postclass according to their own actual conditions. The methods that can be selected include video viewing, audio listening, and electronic reading. At the same time, you can also communicate with your classmates online, and inquiries about relevant materials are no longer limited by time and place. Using this method, teachers and classmates can also have more time and opportunities for discussions and exchanges (Voigt et al., 2020). Postclass, students make targeted arrangements and adjustments to their actual situation, including their own learning content, rhythm, and form, which reflects stronger subjective initiative; teachers can use various forms, such as lectures, discussions, and assistance to meet different needs (Chua & Islam, 2021), including the needs of classmates and can better help their personalized learning. In this way, students can gain more knowledge from practice and have real experience.