The Practice And Evaluation Of "Flip Classroom" Teaching In Middle School Chemistry

With the enactment of "Long-term Education Reform and Development Plan" in 2011, as well as the huge cloud of computers and the Internet to promote the education reform, the flipped classroom teaching model conforms to the trend of education informationization development, it has become the focus of attention in education field. The flipped classroom teaching model changes the center of education from teachers to teacher-student interaction partner collaboration, breaking the traditional teaching model. So that students have more opportunities to experience the knowledge, understanding the knowledge at the same time knowing the method of learning, it helps to develop the students’ ability of life-long learning. Domestic and foreign research of the flipped classroom teaching model is based on this study, combined with the current situation of high school chemistry teaching experimental to study the flipped classroom teaching model, while using the analytic hierarchy process and Markov chain on the finding of a comprehensive scientific evaluation.This thesis is divided into five parts, the first part of analysis the research status of the flipped classroom teaching model, clarify the meaning and methods of this thesis. The second part is based on the analysis of relevant literature, according to the support of education and teaching the theory, find an entry point of the flipped classroom teaching model, improve students’ ability to learn through the model. The third part is the experimental studies, select two comparable level classes to pre-test. The flipped classroom teaching model is designed to conform to the actual school, organization and implementation teaching with the flipped classroom teaching model, questionnaire for students and post-test after the implementation, while using observe method to take the implementation result. The fourth part is teaching evaluation, evaluate the entire teaching by analytic hierarchy process and Markov chain. Make table to evaluate every aspect of teaching, it is converted a quantitative evaluation into qualitative evaluation. Evaluate the performance before and after the flipped classroom teaching study by Markov chain, it predicts the trends if the two classes persist the current teaching model after a period of time. The fifth part summarizes the results of this study, reflect deficiencies of this study and look into the prospects of the flipped classroom model.The flipped classroom teaching model has been used in this study, select two comparable level classes to pre-test and post-test, study and observe the teaching in classroom, students fill out the questionnaire and evaluate the teacher’s performance in classroom according to the teaching model, while using AHP to evaluate the entire teaching process and using Markov chain to analysis the students’ achievement, testing the effectiveness of the teaching mode. Statistical results show that the model has been unanimously approved by students and teachers, it helps to improve students’ collaborative innovation and self-learning ability by using the teaching model, students think the flipped classroom teaching model perform more obvious in chemistry experiment teaching in additional. Analysis and evaluation of the results showed that if the teaching effect of these two classes continued current teaching model for future trends in teaching in progress is progress in the experimental class score is significantly higher than the control classes. The results show that teachers in the teaching process requires teaching of intellectual interest in the instructional video, rational organization of teaching content, classroom discussions and learning aspects of ordering, increase student learning achievement in these areas to improve the increase.