The Application Of "Flip Classroom" In Chinese Teaching

The rapid evolution of Internet and educational technology has brought Flipped Classroom,a new teaching model, to people’s attention. With the application of micro video andteaching-after-learning concept, Flipped Classroom has subverted the classroom teachingprocess in its traditional sense, and further strengthened the students’ position as the subject ofstudy.Connecting this new model of teaching with Chinese teaching, this paper aims to explorethe feasibility and application of Flipped Classroom in practice,with the literature data indexingmethod and case analysis.In the first part, the author gives the definition of Flipped Classroom with regard to fouraspects:the origin and development, the concept, the feature and necessary condition.In terms ofthe necessary condition, school resource, the quality of students and the ability of teachersshould be taken into considerationAnd then, the author tries to analyze the situation of applying Flipped Classroom intoChinese teaching practice. By discussing respectively its internal strengths, weaknesses,external opportunities and threats, the author comes to an objective conclusion that FlippedClassroom can be used in Chinese teaching.The third part of the paper is about the application strategies of Flipped Classroom. On thebasis of studying real data including teaching planning and classroom recording, the author putsforward some proper teaching strategies of Flipped Classroom, and expands the ideas further inmaking micro video and organizing classroom activities.In the next part, the author argues the principle requirement of applying Flipped Classroomto teaching practice. The principle requirement consists of the selection of teaching content, thearrangement of teaching activity and the supervision of learning behavior.This paper is intended to provide some ideas for Flipped Classroom featuring Chineseteaching as well as the reference for education researchers.