Abstract—The adoption of the flipped classroom in the lower grades of the university encounters several practical challenges within the context of the new engineering education objective. These challenges include the considerable student population, student reticence, and the facilitation of high-order cognitive skills. This study proposes a flipped project design mode and teaching activity design framework that addresses the practical challenges faced by the flipped classroom. Transforming the existing class discussion project into a student-led class project that possesses the capacity for generation, expansion, and exhibits a robust cross-disciplinary, creative, and dynamic nature. The enhancement of student involvement and participation can be greatly achieved through collaborative efforts between teachers and students. Four teaching interactions encompassing co-planning by the teacher and students, interaction between students within the group, interaction between students between groups and communication between the teacher and students are organically cross-integrated, resulting in the implementation of student-centered flipped classroom teaching through a dynamic competitive approach. The studies show that the flipped classroom approach, as implemented by the flipped project, helps actively engaged students develop high-order cognitive skills and improve learning efficiency. This educational strategy can motivate and inform passive learners to enhance refactoring skills, create a multi-dimensional knowledge tree system, and improve learning efficiency.  
 

Keywords—flipped classroom, large class teaching, knowledge integration, high-order thinking

Cite: Ning Fang and Junmeng Cui, "A Proposed Flipped Project-Based Flipped Classroom for Teaching in College Large Classes," International Journal of Learning and Teaching, Vol. 10, No. 5, pp. 576-581, 2024.

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