Vận dụng tư tưởng học tập trải nghiệm của John Dewey trong tổ chức dạy học học phần Giáo dục học ở trường đại học theo mô hình lớp học đảo ngược

Tóm tắt

Dewey’s educational thought is among the most coherent philosophical frameworks for explaining the Flipped Classroom model, not as a forced association but as a natural alignment. The research findings indicate that approaching the flipped classroom model from John Dewey’s educational philosophy contributes to expanding the theoretical framework of this model, offering a fresh perspective that both inherits classical educational values and meets the requirements of contemporary instructional innovation. Based on an analysis of Dewey’s experiential learning philosophy, the article clarifies the “compatibility” between this philosophy and the defining characteristics of the flipped classroom model in higher education teaching. Accordingly, the authors propose a teaching process for the Educational Studies course following the flipped classroom model grounded in John Dewey’s experiential learning philosophy. This process is structured into three stages: pre class, in class, and post class with illustrative examples. This process provides a theoretical orientation to support lecturers in designing instructional activities that promote student engagement and experiential learning.