One essence of the flipped classroom ( FC) model is to find an approach to promote students’ in-depth un-derstanding and truly embodies the learner-centered idea. Based on the“Backward Design” principle, this article is intended to develop a framework for the design of learning activities that foster students ’ understanding in flipped classroom. In this study, five main factors have been summarized through literature review and content analysis:gen-erative topics as the core subject in a curriculum, comprehensible learning goals leading to specific performance, heu-ristic learning task, environmental resources supporting the FC, and continuous assessment throughout the learning process. Moreover, this research study implemented a series of teaching practices to inspect how the FC learning activi-ties in accordance with the framework affect the level of students’ understanding capacity. Specifically, we choose two chapters from the “Directing and Producing of TV program” course as comparative practices to illustrate the learning effectiveness. By using the method of questionnaire, observation and content analysis, we found that learning activities based on this model can significantly improve students’ understanding and help students develop their diversified abili-ties. What is more, students show a strong interest in this new learning style. To advance our research in future, we need to focus more on teaching practices in different disciplines and fields. Also, we will need to design a more specific learning assessment system and clarify its corresponding evaluation indices.%教学如何促进学生深度理解，真正体现以学习者为中心，是翻转课堂能否深入的关键。为了解决当前翻转课堂形式化的问题，本研究尝试将理解性学习与翻转课堂进行有机融合，提出以促进学生理解核心问题为目标设计课前、课中、课后的系列学习活动，催化深度理解的发生；归纳了着重理解的翻转课堂学习活动设计的五大要素，即居于课程核心的衍生性话题、指向具体学习表现的理解性学习目标、具有启发性的学习任务、支持翻转效果的环境资源以及贯穿整个学习过程的持续性评估；构建了着重理解的翻转课堂学习活动设计模型，并在《电视编导与制作》课程中开展了实践研究。结果表明，着重理解的翻转课堂学习活动对促进学生高阶思维发展、提高学生的多元智能有显著作用。
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