Abstract: The flipped classroom model readjusts time in and out of the classroom, shifting the decision to learn from the teacher to the student, and it is widely used in practice, especially in university teaching. In this study, we surveyed 117 postgraduate students of the class of 2014—2022 from the School of Atmospheric Sciences of Chengdu University of Information Technology through a questionnaire. After understanding and experiencing the flipped classroom model, it is found that 56.41% of these students think the flipped classroom model is feasible in the postgraduate courses of atmospheric sciences, and that 43.59% of students think it is not feasible. This indicates that more than half of students think the advantages of flipped classroom are higher than its disadvantages and therefore it is feasible. But nearly half of students think it is not feasible because of more disadvantages. Our results suggest that although the flipped classroom model aims to motivate students and enable them to achieve independent learning, would it be feasible for postgraduate courses in atmospheric sciences nowadays? Should it be applied to specific teaching? This is an open question and may require careful consideration by teachers.

Key words: Flipped classroom, Atmospheric sciences, Postgraduate, Feasibility analysis, Teaching mode, Questionnaire survey