Research On The Application Of "Reversing Classroom" In Electromagnetics Teaching In Senior High School

In recent years, The Flipped Classroom has become the hot issue in the field of education at home and abroad, which can also be translated into the flipped teaching, the reversed classroom, etc. The Flipped Classroom transforms the one-way traditional teaching mode, and tries a variety of teaching methods. It restructures teaching and places obtaining knowledge before class, which is fulfilled by students themselves, while in class, teachers and students fulfill the internalization of knowledge, so that it makes the personalized study oriented towards students come true, and therefore the wave of educat ional reform has been seen at home and abroad.Research on The Flipped Classroom is still at the starting point in our country, and the range of practice is relatively narrow. Furthermore, the practical research on "How to do it" combined with the professi onal knowledge of physics in the teaching is less. In order to engage more physics teachers in the teaching mode more deeply and all round, the subject puts emphasis on The Flipped Classroom’s idea, teaching mode, etc, focusing on the way to apply The Flip ped Classroom to the teaching of high school electromagnetics and researches the probability and advance of this teaching mode from the angle of cognitive psychology and subjectivity education.This research makes use of many ways such as literature review, questionnaire and case study to introduce The Flipped Classroom into high school physics class. In order to provide new ideas for educational reform in our country, students are able to experience this new way of teaching by restructuring teaching frame, designing diverse teaching activities and exploring online teaching resources.The paper is divided into 5 parts:Part I: Introduction.It introduces the background of choosing the topic, the value of research, the current situation of research at home and abroad and the thinking, content and way of this research.Part IIIt sets out the theoretical foundation of The Flipped Classroom in detail, and meanwhile elaborates the relevant theoretical foundation of the design of The Flipped Classroom.Part IIIIt introduces the survey of students’ current state of physics learning and their expectation of The Flipped Classroom. Furthermore, it gives the process and analysis of the data.Part IV The practice and physics teaching mode based on The Flipped ClassroomThe author designs the teaching mode of The Flipped Classroom based on the typical mode of The Flipped Classroom at home and abroad. The procedures include the design of typical classes, counting and analyzing the statistics of the tests carried out beforehand and afterwards, coming to the conclusion, the reflection on the practice of research, and the summary of the applied strategies.Part V Conclusion and OutlookThe author concludes the research in this part. Furthermore, combining her personal experience, she summarizes and reflects on the meaning and disadvantages of this research.