The paper provides a comprehensive survey of research on the flipped classroom, a pedagogical method that逆转了传统的教学模式，将视频讲座和实践问题作为家庭作业，而在课堂上进行互动、小组讨论和问题解决活动。This method combines active, problem-based learning with direct instruction, challenging the traditional separation between these two approaches. The paper characterizes studies based on several dimensions, including in-class and out-of-class activities, evaluation measures, and methodological characteristics. Most studies focus on student perceptions and use single-group designs, with mixed but generally positive feedback. Students prefer in-person lectures to video lectures but value interactive classroom activities. There is anecdotal evidence suggesting improved learning outcomes with the flipped classroom, but objective learning outcomes are rarely measured. The authors recommend future research should use controlled experimental or quasi-experimental designs to objectively assess learning outcomes and carefully consider theoretical frameworks for in-class activities. The paper also discusses the theoretical foundations of the flipped classroom, including student-centered learning theories from Piaget and Vygotsky, and the importance of these theories in guiding the design of in-class activities. It highlights the need for a clear theoretical framework to ensure the success of the flipped classroom. Finally, the paper reviews 24 studies related to the flipped classroom, noting that only two examined student performance over a semester. The authors suggest that future research should focus on objective measures of student performance and leverage existing theoretical frameworks to guide the design of in-class activities.The paper provides a comprehensive survey of research on the flipped classroom, a pedagogical method that逆转了传统的教学模式，将视频讲座和实践问题作为家庭作业，而在课堂上进行互动、小组讨论和问题解决活动。This method combines active, problem-based learning with direct instruction, challenging the traditional separation between these two approaches. The paper characterizes studies based on several dimensions, including in-class and out-of-class activities, evaluation measures, and methodological characteristics. Most studies focus on student perceptions and use single-group designs, with mixed but generally positive feedback. Students prefer in-person lectures to video lectures but value interactive classroom activities. There is anecdotal evidence suggesting improved learning outcomes with the flipped classroom, but objective learning outcomes are rarely measured. The authors recommend future research should use controlled experimental or quasi-experimental designs to objectively assess learning outcomes and carefully consider theoretical frameworks for in-class activities. The paper also discusses the theoretical foundations of the flipped classroom, including student-centered learning theories from Piaget and Vygotsky, and the importance of these theories in guiding the design of in-class activities. It highlights the need for a clear theoretical framework to ensure the success of the flipped classroom. Finally, the paper reviews 24 studies related to the flipped classroom, noting that only two examined student performance over a semester. The authors suggest that future research should focus on objective measures of student performance and leverage existing theoretical frameworks to guide the design of in-class activities.