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Effect of Flipped Teaching on Learning Efficiency of 3D Software Courses

The purpose of this research is to explore the impact of flipped teaching on the learning efficiency of 3D space software courses. Statistical analysis is conducted through a network interface, and the main research objects are full-time students in Department of Environmental Design of some university. In the questionnaire, learning efficiency is divided into three dimensions of "learning interest attitude", "group learning efficiency", and "knowledge internalization absorption". The purpose of this article is to explore and compare the effects of different grades on the learning efficiency of flipped teaching in software courses. The research results show that: first, there is a significant difference in the "enhancement of learning interest in the Internet" in the interest dimension. In the topic selection of this direction, it is obvious that the interest in online learning in lower grades is better than that in upper grades. Second, "self-learning software grouping in the website" has obvious differences. It shows that lower students are more accustomed to digital knowledge and are more able to accept flipped teaching. Third, the options of "knowledge internalization" are significantly different for each grade. Flipped classroom teaching is not only attractive for students, but also helpful for autonomous learning.