Application and Effect Evaluation of Flipped Classroom in Management Communication Teaching

Abstract

Based on the concept of flipped classroom, this study constructed and implemented a teaching mode of "pre class knowledge input - deep classroom interaction - post class reflection and consolidation" in the undergraduate course of "Management Communication", and evaluated its application effect through a quasi experimental design. Two parallel classes of students from a comprehensive university were selected as the subjects, with the experimental class using flipped classroom and the control class using traditional teaching methods. The study analyzed from three dimensions: learning effectiveness, learning attitude and satisfaction, and teacher teaching effectiveness through multiple methods such as questionnaire surveys, classroom observations, and semi-structured interviews. The results showed that flipped classroom significantly improved students' knowledge mastery, communication skills, and classroom participation. Students generally held a positive attitude towards classroom interaction and self-directed learning experience, and teachers' classroom design and management abilities also improved. At the same time, this study points out the problems faced by flipped classroom in implementation, such as differences in pre class learning engagement, complexity of classroom management, and insufficient reliability of evaluation criteria, and proposes corresponding improvement suggestions. The research results provide empirical support and reference paths for the teaching reform of management communication courses and other skill based courses.