Analysis of the Path and Teaching Effect of Informatization Reform of Law Professional Courses
Data publikacji: 19 mar 2025
Otrzymano: 18 paź 2024
Przyjęty: 01 lut 2025
DOI: https://doi.org/10.2478/amns-2025-0456
Słowa kluczowe
© 2025 Hongguang Li et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
In today’s society, mankind has stepped into the age of informatization. Informatization has brought innovation and change to the field of education, and education informatization has become the main theme of education innovation and development in the information society. The high-speed development of the information society requires that education must focus on cultivating innovative talents to meet the needs of the information society, and at the same time, the continuous development of the information society also provides rich soil and conditions for education informatization [1–2]. In this context of the times, promoting education informatization is a major issue that needs to be paid attention to and studied for the development of higher vocational colleges and universities.
Education informatization is the organic integration of technology and education. From the technical level, education informatization reflects the significant impact of information technology on education, and the digitalization, networking, intelligence and multimedia in the informatization classroom innovate the teaching method and improve the learning efficiency of students [3–6]. From the education level, education informatization gives new connotation to education, the open education system breaks through the geographical and spatial and temporal limitations, the interactive information platform promotes the transformation of the roles and relationships between teachers and students, and the shared educational resources expand the personalized learning ability [7–9].
Informatization reform of law courses, students can not only strengthen the effective cultivation of theoretical knowledge and practical ability with the help of a variety of online resources, but also gradually form a clearer thinking and application of legal knowledge through the teacher’s face-to-face guidance in the offline classroom, so as to lay a solid foundation for learning [10–13]. Secondly, in the face of the continuous expansion and updating of the knowledge structure of the law profession, teachers can often grasp a variety of novel legal knowledge in the current society through the Internet teaching platform in a timely manner, and solve the lagging problems in the teaching materials while enhancing the innovation and practicability of teaching activities [14–17]. Finally, the informatization reform of the law curriculum is conducive to improving the students’ ability to flexibly apply their legal knowledge, and at the same time, through the development of their innovative thinking, to ensure that they gradually grow up to meet the needs of the legal market for innovative talents [18–20].
This paper takes the flipped classroom teaching mode as the path of informatization reform of the law professional course, designs the flipped classroom teaching structure model and the corresponding teaching process and teaching evaluation methods that fit the actual teaching of the law professional course, and evaluates the effectiveness of the teaching design through the controlled teaching experiments. First, classroom evaluation was conducted on the students in the experimental group using the flipped classroom teaching model to analyze the teaching effect of the law professional course as a whole. Then, an independent sample t-test is utilized to assess the superiority of the flipped classroom teaching mode relative to traditional teaching methods. Finally, a questionnaire survey was conducted to descriptively analyze the four evaluation indexes of curriculum construction, teacher teaching, student subjectivity and student gains in the flipped classroom teaching of the law major course, and the correlation between the indexes was analyzed by using Pearson correlation to provide directional suggestions for further informational teaching reform.
This paper takes the flipped classroom as the path of the information technology course of the law professional course, optimizes the design of the teaching model, the teaching process and the teaching evaluation, and analyzes the teaching effect of the path.
Flipped classroom, also known as reverse classroom, inverted classroom, refers to the use of modern information technology environment, the links of knowledge transfer and knowledge internalization are reversed, so as to achieve the traditional teaching of the role of the teacher and the students in the role of the position of the conversion, reorganization of the classroom teaching time and content of a teaching model, the core of which is the “learning to teach”, with the student The core is “learning to teach”, with the student “problem” as the starting point [21].
In order to better carry out the teaching link design of the law professional course and realize the reform of course informationization, this paper draws on the classic flipped classroom teaching model to discover and summarize the common activity steps to provide ideas for the design of the later teaching links. The reference classic flipped classroom teaching structure model is shown in Figure 1. The flipped classroom teaching model is mainly divided into two parts: before and during class. Before class, students learn through teaching videos to prepare for targeted pre-study. In the class, the learning effect before the class is first checked by a quick and small number of assessments, then problems are solved to promote the internalization of knowledge, and finally problems and knowledge are summarized and fed back.
Flipped classroom teaching structure model
Comparing this model with other flipped classroom teaching models, it can be found that the design of the flipped classroom teaching model has the following commonalities:
From the perspective of teaching links, the learning activities of teachers and students are mainly divided into two links, divided into pre-course and in-course, pre-course to determine the teaching objectives, design the learning content, arrange the learning tasks, the learning mode is generally through the viewing of teaching videos with targeted exercises. In class, we will determine the research problem, and then use independent inquiry, group collaborative inquiry, and other methods to solve it. We will then present the results, receive teacher feedback, and evaluate them. From the perspective of the roles of teachers and students, the requirements for students, first, students are the main body of the entire learning activities, throughout the pre-course, in the classroom, and after school, fully mobilize the students’ enthusiasm for learning, and give full play to their own subjective initiative, the students should be proactive in seeking to learn. Second, according to the materials provided by the teacher, students acquire basic knowledge through independent expansion and in-depth learning. Teachers requirements, first, teachers play a leading role in the organization, according to the requirements of the standard and the student learning situation to develop learning plans, provide students with the learning materials they need, clear arrangements for learning tasks, to do down-to-earth. Secondly, teachers should provide timely feedback on the problems and difficulties raised by students.
From the perspective of teaching methods, the important role of information technology and the interactivity of teachers and students in learning activities are emphasized.
Instructional design for the flipped classroom needs to be guided by the following principles:
Principle of unity between scientificity and ideology Teaching content to ensure scientific, digging deep into the ideological nature of the material, supplemented with valuable cases, subtle influence on students’ thinking and behavior. The principle of inspiring teaching The practice process should mobilize students’ positive initiative, encourage positive thinking under the guidance of teachers, consciously master the content, and develop students’ analytical and problem-solving abilities. Principle of linking theory to practice Teaching should be knowledge-driven, and at the same time connected with the actual, deepen the understanding of knowledge, so that learning can be applied. The principle of gradual progress Teaching is based on the internal logic of the knowledge imparted, the level of development of the student’s abilities and the sequence of knowledge acquisition. It is carried out in a gradual and orderly manner. Principle of consolidation Teaching should lead students to firmly grasp on the basis of understanding, keep it for a long time, and be able to mobilize it quickly as needed. In the class, students deepen their understanding of the problem by explaining what they have learned and expressing their own insights, and then achieve the goal of consolidating knowledge, in addition to deepening the memory of knowledge through targeted exercises and training. Developmental principles Teaching should be done in such a way that it is both acceptable to the students but also difficult and requires effort to master. The design of teaching content is reasonably organized, and the design of student learning content before class should correspond to the content of the textbook, designing both conceptual knowledge and reflective knowledge, so that students can take the initiative to think about problems and solve them after learning.
The classic flipped classroom teaching model referenced in this paper has clear phases and strong logic, which can be used as a reference for law courses in colleges and universities, but the teaching design of the pre-course and in-course sessions is too general and vague, and ignores the importance of consolidation of knowledge and summarization of reflections in the post-course period. Therefore, on the basis of the classic teaching model, this paper combines the actual college law courses, specifically refines the teaching process of the pre-course and in-course links, and adds the post-course consolidation and application stage, and constructs a three-stage college law course flipped classroom teaching model, the specific process is shown in Figure 2.
The college law courses flip the classroom teaching model
In the pre-course independent learning stage, on the basis of well-designed teaching resources such as teaching videos, the task list module is introduced, and pre-course testing is efficiently completed with the help of online tools, so as to help students better complete the pre-course independent learning tasks. In the inquiry learning phase of the class, the teaching process is refined into four segments: problem identification, independent inquiry, cooperation and communication, and results demonstration, and teaching strategies such as problem-guided learning, contextual teaching and cooperative learning are comprehensively applied to promote in-depth learning and achieve knowledge internalization. The final stage of post-course consolidation and application mainly includes post-course homework, post-course discussion, and teachers’ reflection and evaluation, in order to emphasize the important role of reflection and expansion in realizing deep learning.
Pre-course independent learning stage
Micro-video and other learning resources design. For teachers of college law courses, they can, according to the curriculum standards and focusing on the development of students’ core legal literacy, sort out the important and difficult points of each unit, integrate the scattered knowledge points into a number of learning themes, and on this basis produce micro-videos combining legal hotspots and classic cases. In order to strike a balance between quality and efficiency, it is appropriate to adopt collective lesson preparation for the flipped teaching of law courses in colleges and universities, and to build a resource base for college and university law specialty courses.
Task sheet design. Teachers should design self-learning task list for students, which should contain learning objectives, learning tasks, learning outcomes, problems and other content. Among them, the learning objectives should be clear to achieve the process, the learning task should adhere to the “task-driven + problem-oriented”, by the teacher to sort out the integration of fragmented legal knowledge, the teaching of the important and difficult points and other knowledge points into problems.
Learning outcome testing. Learning results test can help students test and consolidate what they have learned, but also timely self-study situation summary feedback, to help teachers fully understand the learning situation, targeted follow-up classroom teaching interaction, to promote in-depth learning, internalization of knowledge.
Inquiry learning phase in the lesson
Determine the problem. The group summarizes and organizes the problems in the independent study before class, and the teacher integrates these problems with the important and difficult knowledge of the course as the focus of the in-class learning inquiry, and carries out independent, cooperative, and exploratory learning among teachers and students, students and pupils of the whole class in order to reach the final solution of the problem.
Independent inquiry. Teachers can create a problem situation through specific hot cases, and give students appropriate time for independent exploration, so that students can think independently in specific problem situations, find problems, analyze problems and seek problem-solving strategies, and finally review, criticize, revise and even reconstruct the proposed strategies.
Cooperative exchanges. Based on the principle of “heterogeneity within the group and homogeneity among the groups”, teachers divide the groups into 4-6 groups in advance, clearly define the division of labor among the group members, and adopt blended teaching strategies such as case study, scenario experience, group debate, etc., to actively create an immersive learning environment, cultivate and develop the students’ higher-order thinking and abilities, such as problem awareness and critical thinking, and promote in-depth learning.
Results Presentation. Through the group elected representatives to speak on the stage, thematic debates, thematic reports and other forms of group members to share learning experience or problem-solving strategies, teachers and students, students and students, groups and groups to freely express their opinions and suggestions, so that the students in the collision of diverse ideas, views game, to further broaden the breadth and depth of thinking, amend and improve the problem-solving strategies, to achieve the goal of deep learning.
Post-course consolidation and application phase
Post-course homework. Teachers release post-course assignments through the platform, test assignments for basic knowledge and basic principles, adopt new forms of assignments such as online discussions, listening to court hearings, book sharing, etc., and focus on objective questions, and the number of questions should not be too large.
Post-course discussion. Teachers ask questions about the difficulties and key points of course learning in law classes and hot legal cases in the online discussion forum, and guide and organize student discussions.
Reflective evaluation. Teachers should summarize and reflect on the various teaching aspects of the flipped classroom, and then optimize them in a targeted way to continuously improve the teaching design of the flipped classroom for law courses.
Teaching evaluation, as a key link in teaching management, is an important means to ensure the normal operation of the teaching process and promote the continuous optimization of the teaching process, and plays a very important role in the quality of flipped classroom teaching. Evaluation indicators Flipping classroom teaching evaluation emphasizes both process and results, with a greater emphasis on process and developmental evaluation. Therefore, the teaching evaluation indexes for law courses in a flipped classroom can be designed by synthesizing pre-course, in-course, and post-course sessions, as well as from the dimensions of process evaluation and result evaluation. Ordinary grades Regular grades mainly examine the process and performance of students’ participation in accomplishing teaching tasks, including online and offline grades. Online grades mainly examine students’ online learning situation, with the help of online learning software feedback, online learning time, test scores, participation in discussions and questions, and so on. For evaluation and assignment of points. Offline grades, i.e. traditional classroom performance grades, focus on students’ attendance, listening, speaking, interaction, etc., which can be recorded and examined by teachers, class representatives, group leaders and group members. Classroom Achievement Classroom grades are a comprehensive evaluation of students’ learning in law classes, which should take into account the process and results, and can be synthesized on the basis of the usual grades, midterm grades and final grades. Practice grades The law courses in colleges and universities are courses integrating knowledge and practice, so they can be evaluated by assessing the effect of students’ in-class results display, etc. to form practice grades, including individual practice grades and group practice grades. Weighting The weights of teaching evaluation indexes should be set in line with the contingent orientation of the flipped classroom that emphasizes process evaluation, and construct a teaching quality evaluation system that emphasizes both process and result and highlights process evaluation. In terms of specific weight distribution, this paper combines the actuality of law courses in colleges and universities, fully draws on the successful experience of flipped classroom in the application of other disciplines, and synthesizes the opinions of 8 teachers of law courses in colleges and universities in internship schools, and carries out the following design: Total evaluation grade = classroom grade (80%) + practice grade (20%) Classroom grade = usual grade (50%) + midterm grade (10%) + final grade (40%) Regular grade = online grade (50%) + offline grade (50%) Practical grade = group grade (70%) + individual grade (30%)
In order to verify the effectiveness of the informatization reform path of law courses based on flipped classroom, this paper designs a teaching control experiment to analyze the actual effect of flipped classroom applied to the teaching of law courses.
The subjects involved in this teaching experiment were freshmen students majoring in law at H College, and two classes of students were randomly selected as the experimental group and the control group respectively. The experimental group adopted the flipped classroom teaching mode, with a total of 52 students, 29 female and 23 male. The control group uses the traditional teaching method, with a total of 51 students, 31 of whom are female and 21 of whom are male.
This instructional practice incorporates the student’s routine to schedule instructional video study time and classroom flipped activities.
The time schedule for teaching activities under the flipped classroom mode is four hours in total, and the self-study teaching video before class is not counted as another class hour. The teaching video is distributed in the class group at 3:00 p.m. on the day before the flipped classroom, and after 3:00 p.m., students have free time to watch the video on their own and decide the number of times and speed of watching according to their own level of legal specialization. At the end of the course, a separate class period will be arranged on the next day for post-testing, which will not be counted as teaching hours.Teaching activities in the traditional mode of instruction are scheduled for a total of five class periods (one week). At the end of the course, a separate session for post-testing is organized every other day and is not counted as part of the teaching hours.
Classroom Observation Scale is an effective method to examine the effect of this teaching experiment. The scale observes and records the real-time performance and reaction of the classroom activities of the experimental group students and the control group students from different aspects such as the type of interaction, the type of students’ answers, the preparation time and the time spent on answering the questions, and the quality of the answers, etc. The purpose of the scale is to confirm the results of the quiz and to demonstrate more strongly that the flipped classroom teaching method has an improvement effect. Table 1 shows the observation scale of the flipped classroom in the law program of the experimental group.
The observation scale of the experimental group
| Teaching object | Experimental group | Observation time | 40 minutes |
|---|---|---|---|
| Behavior category | Frequency | Subtotal | |
| Interaction type | Teacher-student interaction | 20 | 49 |
| Student-student interaction | 14 | ||
| Teacher-class interaction | 15 | ||
| Answer way | Individual passive response | 8 | 51 |
| Individual proactive response | 22 | ||
| Collective response | 18 | ||
| No response after questioning | 0 | ||
| Ask another classmate after asking the question | 3 | ||
| Types of student responses | No answer | 0 | 47 |
| Mechanical answer yes or no | 0 | ||
| Cognitive and memorable responses | 17 | ||
| Answer with comprehension and reasoning | 25 | ||
| Provide creative and evaluation responses | 5 | ||
| Preparation time before answering | 1s~10s | 39 | 51 |
| 10s~30s | 12 | ||
| >30s | 0 | ||
| Time taken to answered questions | 1s~10s | 42 | 51 |
| 10s~30s | 9 | ||
| >30s | 0 | ||
| Answer quality | Right | Wrong | |
| 60 | 44 | ||
| Praise or affirm | Error correction | ||
| Teacher feedback | 42 | 16 |
The classroom observation scale for the control group is shown in Table 2.
The observation scale of the control group
| Teaching object | Control group | Observation time | 40 minutes |
|---|---|---|---|
| Behavior category | Frequency | Subtotal | |
| Interaction type | Teacher-student interaction | 15 | 30 |
| Student-student interaction | 5 | ||
| Teacher-class interaction | 10 | ||
| Answer way | Individual passive response | 13 | 37 |
| Individual proactive response | 6 | ||
| Collective response | 12 | ||
| No response after questioning | 4 | ||
| Ask another classmate after asking the question | 2 | ||
| Types of student responses | No answer | 4 | 37 |
| Mechanical answer yes or no | 6 | ||
| Cognitive and memorable responses | 15 | ||
| Answer with comprehension and reasoning | 12 | ||
| Provide creative and evaluation responses | 0 | ||
| Preparation time before answering | 1s~10s | 18 | 30 |
| 10s~30s | 12 | ||
| >30s | 0 | ||
| Time taken to answered questions | 1s~10s | 21 | 30 |
| 10s~30s | 9 | ||
| >30s | 0 | ||
| Answer quality | Right | Wrong | |
| 37 | 43 | ||
| Praise or affirm | Error correction | ||
| Teacher feedback | 22 | 18 |
The data from the above two scales were compared to examine the output effect of the experimental group.
First of all, on the whole, the number of interactions in the experimental group is much higher than that in the control group, the frequency of classroom communication is higher and the atmosphere is more active, which also reflects that under the flipped classroom model, students have more autonomous initiative, and under the prompting of the established tasks and activities, their sense of participation as the main participant in the activities is stronger, so that the overall communication output is higher than that of the control group.
And from a specific observation perspective, it is analyzed as follows:
In terms of mode of response, the experimental group was relatively evenly distributed across the three modes of response, with the highest number of separate active responses and far more than the control group. The number of passive responses alone was considerably less than the control group, mostly as a means of reminding students to focus. Non-response was non-existent, and there was no cold room in the classroom. This shows that in the experimental group, classroom activities were characterized by higher levels of motivation and initiative, more lively discussions among students, and an increase in the frequency of active output. In the control group, there are very few types and types of centralized response, only 6 times of individual active response, most of them are passive response or collective response, and even the situation of “no answer”, in the traditional classroom mode, the teacher’s lecture is the main focus, although there are guides and questions for the students, but the students have already been accustomed to passive input and output, the control group is less effective in active output. In the traditional classroom mode, the teacher mainly lectures, although there are guidance and questions for students, students are used to passive input and output, and the effect of the control group in active output is not satisfactory. In terms of the types of interaction, the overall frequency of interaction in the experimental group was higher than that in the control group. In terms of specific types, the distribution of the three types of interaction in the experimental group is more even, and there are more “student-student interactions”. The distribution of the three types of interaction in the control group is somewhat different, with few student-student interactions and most teacher-class interactions. This shows that in the flipped classroom model, individual teacher-student and student-student communication and interaction increase, and collaborative learning and problem solving behaviors increase, which cultivates students’ active exploration and cooperative learning ability. In terms of the types of students’ responses, students in the experimental group mainly gave cognitive-memorization responses, comprehension-reasoning responses, and a small number of creative responses. It shows that the use of flipped classrooms can cultivate and develop students’ higher-order thinking and abilities, such as problem awareness and critical thinking, and promote in-depth learning in the teaching of law courses. In contrast, students in the control group gave mostly mechanical judgmental answers, cognitive memorization answers, comprehension and reasoning answers, and even no answers. It can be seen that students’ active creativity is weaker in the teacher-led classroom, which affects their active output. In terms of response preparation time and time used, most of the experimental group was concentrated in the range of 1-10s, and students responded quickly to basic legal knowledge questions and most of the questions in the case situations. The questions with more than 10s of preparation time and time spent were a small number of questions with creativity, where students needed time to integrate their learned legal knowledge for use in new case situations. This shows that students remember and internalize more quickly in the classroom model of the experimental group. In contrast, the control group often required the teacher to emphasize multiple times or even prompt for key words before students could give an answer. In terms of response quality, students in the experimental group had a higher overall quality of responses, performed better than the control group, and received significantly more positive feedback from the teacher than the control group.
To verify the teaching effect of the flipped classroom in the law course, this paper first takes one lesson as an example to evaluate the classroom performance of the students in the experimental group, which is divided into inter-group mutual evaluation, student self-assessment, intra-group mutual evaluation and teacher evaluation. Intergroup mutual evaluation performance table, student self-assessment, intra-group mutual evaluation performance table and teacher evaluation table can be filled in the process of fairness and impartiality. The quantitative grading criteria for students’ overall performance are: teacher’s evaluation * 30% + students’ self-assessment * 20% + intra-group evaluation * 20% + (sum of inter-group evaluation / 6) * 20%.
According to the various evaluation scores and their weights, the results of the classroom comprehensive performance scores of the students in the experimental group were calculated as shown in Figure 3.
Student comprehensive performance score
According to Figure 3, it can be seen that the students in the experimental group performed better in this class, in which most of the students’ comprehensive scores were in the interval of [85,100], the number of students with scores in the interval of [85,90) was the largest, 20 students, and the scores were in the interval of [90,95) and the interval of [95,100], there were 15 and 9 students, respectively. And the score in the [70,85) interval only 8 people, and all students scored more than 70 points, it can be seen in the use of flipped classroom in the teaching of law courses in colleges and universities, most of the students’ performance is very good, to a certain extent, it shows that the students in the class are more active, the classroom atmosphere is active, and they have a stronger grasp of the knowledge.
Before the teaching experiment, this paper distributed test papers of the same difficulty level to the experimental group and the control group, tested them, and used this data as pre-test data. In the teaching experiment, the experimental group used the flipped classroom teaching mode to teach the law program, while the control group used the traditional teaching method to teach. At the end of the teaching experiment, the same post-test papers were given to the students of both groups at the same level, and the results were used as post-test data. The statistical results of the pre- and post-test scores of the experimental and control groups are shown in Table 3.
Statistical results of the scores of the experimental group and the control group
| Group | Sample size | Average | Standard deviation | Standard error of mean | |
|---|---|---|---|---|---|
| Pretest | Experimental group | 52 | 71.16 | 12.165 | 1.608 |
| Control group | 51 | 71.37 | 13.057 | 1.814 | |
| Posttest | Experimental group | 52 | 79.64 | 11.826 | 1.585 |
| Control group | 51 | 69.58 | 16.083 | 2.256 |
As can be seen from Table 3, in the college law program, the mean of the pre-test scores of the experimental group and the control group were 71.16 and 71.37 respectively, and there was not much difference between them. And after the teaching experiment, the performance of the experimental group and the control group changed, and the mean score of the experimental group was 79.64, and the mean score of the control group was 69.58. The mean score of the experimental group was greatly improved, while the mean score of the control group decreased instead.
In order to further analyze the differences in the mean grades of the two groups of students, an independent samples t-test was conducted. The results of the independent samples t-test are shown in Table 4 [22].
Independent sample t test results
| Levene test of the variance equation | T test of the mean equation | |||||||
|---|---|---|---|---|---|---|---|---|
| F | Sig. | t | df | Sig.(2-tailed) | Mean difference | Standard deviation error | ||
| Pretest | Assuming equal variances | 0.426 | 0.605 | -0.075 | 101 | 0.895 | -0.214 | 2.573 |
| Assuming unequal variances | 100.148 | 0.895 | -0.214 | 2.573 | ||||
| Posttest | Assuming equal variances | 7.158 | 0.016 | 4.852 | 101 | 0.000 | 10.062 | 2.864 |
| Assuming unequal variances | 4.876 | 98.459 | 0.000 | 10.062 | 2.857 | |||
As can be seen in Table 4, in the Levene’s test for the pre-test, experimental, and control groups, the F value is 0.426 and the significance level is Sig. is 0.605>0.05, which indicates that the variance is homogeneous, so look at the row “Assumed Equal Variances”. At this point, the mean t-test Sig. (two-tailed) value is 0.895>0.05, indicating that there is no significant difference in the pre-test scores of the two groups of students. In the Levene’s test for the post-test, the F-value is 7.158 and the Sig. is 0.016<0.05, indicating unequal variances, i.e., look at the “Assumed unequal variances” line. At this point in the t-test of means, the Sig. (two-tailed) is 0.000<0.001, indicating that there is a highly significant difference between the experimental group and the control group’s performance on the posttest.
In conclusion, the performance of the law major course of the class using the flipped classroom teaching mode is better than that of the class using the traditional teaching method, so the flipped classroom teaching mode is more conducive to mobilizing students’ learning initiative and is more suitable for the information-based teaching of the law major course in colleges and universities.
In order to fully understand the students’ evaluation of the effect of the informatization teaching path of law courses based on the flipped classroom, this paper conducted a questionnaire survey on the students of the experimental group, and quantitatively analyzed the four indexes of the course construction, teacher’s teaching, students’ subjectivity, and students’ gains, and computed the scores of the four indexes’ mean and standard deviation, respectively, so as to provide feedback on the students’ recognition of the effect of the course.
The descriptive statistics of the scores of each dimension are shown in Table 5. As shown in Table 5, the mean scores of the experimental group of students’ evaluation of the effectiveness of the flipped classroom teaching program in terms of course construction, teacher teaching, student subjectivity and student gains were 4.42 at the maximum and 4.37 at the minimum, which ranged from 4 to 5, and were located in the range between “Agree” and “Strongly Agree”, i.e., students recognized the course construction, teacher teaching, subjectivity and student gains in the flipped classroom information technology teaching mode. All of them are between 4 and 5 points, which are between “agree” and “strongly agree”, i.e., the students are more agreeable to the course construction, teacher teaching, subjectivity and students’ gain in the flipped classroom informationized teaching mode.
Statistical results of flipped classroom teaching evaluation
| Number of cases | Scoring range | Total average score | Total average score/Number of questions | |
|---|---|---|---|---|
| Curriculum construction | 52 | 13~58 | 48.56 | 4.37 |
| Teacher teaching | 52 | 7~32 | 26.17 | 4.42 |
| Student subjectivity | 52 | 9~36 | 30.83 | 4.39 |
| Student’s learning harvest | 52 | 9~36 | 30.95 | 4.41 |
In order to further understand the students’ evaluation of the flipped classroom teaching model, this paper describes and statistically analyzes the questions within each evaluation indicator.
The results of the students’ evaluation of the curriculum development in the flipped classroom teaching of the law program are shown in Table 6. As can be seen in Table 6, the item with the lowest score was A3 (M±SD=4.19±1.051). The item with the highest score was A5 (M±SD=4.55±0.992). This indicates that the students in the experimental group were more positive about the equal communication and dialog between teachers and students formed by the flipped classroom teaching after receiving the flipped classroom teaching.
Statistics of curriculum construction evaluation
| Item | Coding | M±SD |
|---|---|---|
| The course teaching content is clear and clear, the emphasis is prominent, the level is clear. | A1 | 4.34±1.069 |
| The course content has a predisposition. | A2 | 4.32±0.973 |
| The challenge of the course goal setting can inspire my learning motivation. | A3 | 4.19±1.051 |
| The course design theory and practice teaching arrangement are reasonable. | A4 | 4.31±0.946 |
| The classroom can form equal exchanges and dialogue with teachers. | A5 | 4.55±0.992 |
| The knowledge of the course can effectively help to solve the psychological problems in life. | A6 | 4.34±0.948 |
| The teaching form of the course can meet the needs of learning. | A7 | 4.46±0.941 |
| The teaching in the course effectively reflects the goals of the course. | A8 | 4.52±0.935 |
| The course teaching embodies the students’ status. | A9 | 4.49±0.919 |
| The whole classroom is better. | A10 | 4.51±0.905 |
| Some teaching cases in the course will make me feel the same way. | A11 | 4.53±0.924 |
| Curriculum construction | A | 48.56±10.603 |
The results of the students’ evaluation of course construction in flipped classroom teaching are shown in Table 7. As shown in Table 7, question B2 has the lowest mean score, with M±SD of 4.33±0.979, and question B4 has the highest mean score, with M±SD of 4.45±0.929. According to the survey on the evaluation of flipped classroom teaching effectiveness, in the flipped classroom teaching of the law course, the teacher is still slightly insufficient in regulating the course progress, which may be due to the large differences in the level of learning between the students. This may be due to the large differences in learning levels between students. The students’ evaluation is high on the recognition of the teacher’s regulation of the classroom atmosphere, and the teacher’s regulation of the classroom in the flipped classroom teaching can effectively avoid the boring and tedious teaching process in the traditional teaching.
Statistics of teacher teaching evaluation
| Item | Coding | M±SD |
|---|---|---|
| The teacher is more aware of the course content, and I can understand the content of the teaching. | B1 | 4.37±0.995 |
| The teacher can adjust the teaching schedule according to the students’ understanding level. | B2 | 4.33±0.979 |
| The teaching of teachers is enlightening and inspires our curiosity. | B3 | 4.34±1.012 |
| Teachers can effectively adjust the atmosphere of the classroom and avoid the monotonous boredom. | B4 | 4.45±0.929 |
| For the confusion in the course, the teacher can answer the feedback. | B5 | 4.34±0.984 |
| A teacher can guide my confusion effectively. | B6 | 4.34±0.976 |
| Teacher teaching | B | 26.17±5.875 |
The results of the students’ evaluation of the use of subjectivity in flipped classroom teaching are shown in Table 8. The question item C7 (M±SD=4.34±0.914) had the lowest score. The two items with the highest score scores were C4 (M±SD=4.45±0.884) and C6 (M±SD=4.45±0.916). It can be seen that there is still a gap between the learning engagement and the rest of the items, but what is more impressive is that the students are able to continuously adjust their mindset according to what they have learned in the flipped classroom course, and their motivation to complete the course tasks is relatively high.
Statistics of student subjectivity evaluation
| Item | Coding | M±SD |
|---|---|---|
| In the interaction of the course, it can form an emotional resonance with the students. | C1 | 4.36±0.912 |
| In the course of the course, can communicate with teachers effectively. | C2 | 4.38±0.885 |
| In the course I can effectively play the autonomy of learning. | C3 | 4.43±0.894 |
| In the course of the course, we can adjust our mental state according to the course. | C4 | 4.45±0.884 |
| I am willing to actively integrate into the various teaching links of legal courses. | C5 | 4.42±0.927 |
| I will do it actively for the course tasks assigned by teachers. | C6 | 4.45±0.916 |
| In the course of the course, my study input is higher. | C7 | 4.34±0.914 |
| Student subjectivity | C | 30.83±6.332 |
The results of the analysis within this indicator of student gain evaluation are shown in Table 9. As can be seen in Table 9, the question item D7 (M±SD=4.33±0.959) had the lowest score. The highest scoring item was D2 (M±SD=4.49±0.933). This suggests that the relatively greater learning gain for students after experiencing the flipped classroom course was in the importance of the law, while the lower gain was in the reinforcement of self-awareness of the law in comparison.
Statistics of students’ learning harvest evaluation
| Item | Coding | M±SD |
|---|---|---|
| The impression of the course has changed. | D1 | 4.40±0.901 |
| The importance of law is fully recognized. | D2 | 4.49±0.933 |
| Understand and master the basic knowledge and skills of legal profession. | D3 | 4.42±0.904 |
| Better regulate your mental state. | D4 | 4.44±0.934 |
| Form effective classroom interaction. | D5 | 4.47±0.935 |
| Confusion is effectively resolved. | D6 | 4.40±0.943 |
| Strengthen the sense of self-law | D7 | 4.33±0.959 |
| students’ learning harvest | D | 30.95±6.509 |
In this paper, Pearson product-difference correlation method is used to test the correlation between two and two of the four evaluation indexes: curriculum construction, teacher teaching, student subjectivity, and student gain [23]. The results of correlation analysis between the four evaluation indicators are shown in Table 10.
Correlation analysis between four evaluation factors
| Curriculum construction | Teacher teaching | Student subjectivity | Student’s learning harvest | ||
|---|---|---|---|---|---|
| Curriculum construction | Pearson correlation | 1 | 0.958** | 0.954** | 0.943** |
| Sig. (2-tailed) | - | 0.000 | 0.000 | 0.000 | |
| Teacher teaching | Pearson correlation | 0.959** | 1 | 0.946** | 0.952** |
| Sig. (2-tailed) | 0.000 | - | 0.000 | 0.000 | |
| Student subjectivity | Pearson correlation | 0.953** | 0.944** | 1 | 0.967** |
| Sig. (2-tailed) | 0.000 | 0.000 | - | 0.000 | |
| Student’s learning harvest | Pearson correlation | 0.948** | 0.952** | 0.969** | 1 |
| Sig. (2-tailed) | 0.000 | 0.000 | 0.000 | - |
There is a linear correlation between students’ evaluations of the law program based on the flipped classroom. Course construction, teacher teaching and student subjectivity all have a very significant impact on student gains, in terms of the degree of impact, the play of student subjectivity has the greatest impact on student learning gains, with a correlation coefficient of r=0.967**, teacher teaching has the second greatest impact, with a correlation coefficient of r=0.952**, and course construction has a relatively weaker impact on student gains, with a correlation coefficient of r=0.943**. In addition, course construction and teacher teaching also have a significant effect on the play of student subjectivity, with course construction having the greatest effect on it, with a correlation coefficient of r=0.954**, and teacher teaching having a relatively small effect on it, r=0.946**. At the same time, course construction itself also affects teacher teaching with a correlation coefficient of r=0.958**.
Therefore, in the flipped classroom teaching of law professional course, to improve the students’ course gains, it is necessary to ensure that the students give full play to their initiative and mobility in the classroom, so that the students become the main body of the flipped classroom teaching. At the same time, the students’ subjectivity is significantly affected by the construction of the course, thus the flipped classroom teaching of the law professional course requires refined course design, in-depth knowledge modeling, design of practical teaching activities and enhancement of motivation design, so that the design of the flipped classroom-based law professional course can maximize the guarantee that students give full play to their subjectivity in the classroom. At the same time, students’ evaluation of the construction of the law professional course is also highly related to teachers’ teaching, so teachers’ teaching behavior in the flipped classroom will highly affect students’ evaluation of the overall course construction.
This paper takes the flipped classroom teaching mode as the path of informatization reform for law courses, realizes the design of flipped classroom teaching mode for law courses, and evaluates the effectiveness of the teaching design through teaching experiments.
First of all, the overall classroom evaluation of the experimental group using the flipped classroom teaching mode, most of the students’ comprehensive scores are within the interval of [85,100], and all of the students’ scores are above 70, which shows that in terms of the teaching of college law courses using the flipped classroom, the classroom performance of the experimental group of students is relatively excellent, which verifies the effectiveness of the flipped classroom teaching mode.
Secondly, the teaching control experiment was conducted, and there was no significant difference between the average pre-test scores of the experimental group and the control group (P>0.05), while the experimental post-test scores had a very significant difference (P<0.001), and the post-test scores of the experimental group of students (79.64) were much higher than those of the control group (69.58), which illustrates the fact that the flipped classroom teaching mode has a significant advantages.
Finally, the results of Pearson correlation analysis showed that there was a linear correlation between students’ evaluation of the law program based on the flipped classroom. Course construction, teacher teaching, and student subjectivity all had a highly significant effect on student gains, and the degree of influence, in descending order, was as follows: student subjectivity (correlation coefficient r=0.967**), teacher teaching (correlation coefficient r=0.952**), and course construction (correlation coefficient r=0.943**). In addition, curriculum construction and teacher teaching also have a significant effect on the realization of students’ subjectivity, with correlation coefficients of r=0.954** and r=0.946** respectively. Meanwhile, the course construction itself also affects the teachers’ teaching, with a correlation coefficient of r=0.958**. This indicates that in the flipped classroom teaching of the law program, it is necessary to ensure that students give full play to their initiative and mobility in the classroom, so that students become the main body of the flipped classroom teaching. At the same time, it is necessary to carry out refined course design, so that the course design can maximize the guarantee that students give full play to the subjectivity of the classroom. In addition, it is necessary to focus on improving the teaching level of teachers.