Research On Design And Application Of Flipped Classroom Model Based On Gamification Learning Theory

With the advent of the information age,information technology has gradually penetrated into all walks of life.The information age has not only changed our way of life,but also our way of education.Flipped classroom,with its teaching process and teaching philosophy different from the traditional classroom,has become a representative research hotspot of educational informatization in China and one of the research hotspots in foreign education circles.From its origin to its introduction into China and its extensive application in schools at all levels,flipped classroom has experienced more than ten years of research and experiment in China.This teaching model provides a favorable means to improve students' autonomous learning ability and cooperative communication ability.But while its advantages are gradually revealed,its disadvantages also begin to appear gradually.Many educators do not understand the core of flipped classroom well,resulting in many cases of "similar in shape but different in spirit" of flipped classroom,which greatly reduces the teaching effect and fails to give play to students' initiative in learning.After sorting out literature resources related to flipped classroom,the author finds that the design strategy of gamification learning has something in common with the design strategy of flipped classroom,which provides a new way to solve the current dilemma of flipped classroom.The gamification learning theory is integrated into the design and teaching of flipped classroom to attract students' attention and stimulate their interest in learning,so as to improve students' autonomous learning ability,improve students' academic performance and high-level thinking.After discussing the research background,this study elaborated the research status quo of flipped classroom and gamified learning theory by referring to relevant literature,and introduced the basic content and research methods of this study.Secondly,the basic concepts and theoretical basis involved in this study are elaborated.By sorting out the relevant teaching modes of previous scholars and combining their own characteristics,the flipped classroom teaching mode based on gamification learning theory is designed and constructed.In addition,two classes in grade 1 of H middle school in S city were selected as the controlled experimental research objects,and the first volume of Chinese history in grade 7 was selected as the starting point of the curriculum.There was no significant difference in the level of students in the two classes determined by the pre-experiment test.One class was set as an experimental class and the flipped classroom model based on the gamification learning theory was adopted for teaching;the other class was set as a control class and the traditional teaching method was adopted for teaching.Through interviews with students of the experimental class and the history teacher of the class,we can understand the current situation of history teaching in the school and the understanding of flipped classroom and gamified learning.Based on the interview results,the study resources of gamified history course were designed and developed,and the gamified flipped classroom was designed.At the end of the experiment,the differences in teaching effects between flipped classroom based on gamified learning theory and traditional classroom were compared from multiple dimensions through the investigation and analysis of students' scores and the research methods such as questionnaire survey and interview.Through the analysis of the research results,this model has a significant positive effect on improving students' academic performance,self-efficacy and learning ability.