| In today’s world, the rapid development of information technology and the establishment of a large-scale network platform for globalization, that promote the arrival of the era of knowledge sharing. How to conform to the trend of the times and cultivate talents with international vision in the new century is the main goal of our country’s education. After entering the 21st century, our country is promoting the reform of the new curriculum actively in the educational field. New curriculum reform requires us to change the traditional education idea, actively carrying out the student-oriented mode of teaching practice, and making full use of the outcome of information technology revolution, Diversified teaching methods should be spread out in teaching to improve students’ learning enthusiasm and to promote the students’ independent personality to play. The Flipped Classroom as a new teaching mode, on the one hand makes full use of the information technology in teaching enlightenment, on the other hand adheres to the people-oriented to realize students’ self construction through subversion of the teaching program. Because it is "exotic", after the Flipped Classroom spread to our country, it has been facing the problem of localization. It is still in the exploratory stage in practical teaching in China. Its combination of specific disciplines is still insufficient, especially in the middle school history teaching that related research is almost zero. Therefore, the author tries to make some attempts in this regard, preliminarily designing the middle school history teaching design based on Flipped Classroom teaching model combining with the actual situation of China’s middle school history teaching.This thesis consists of six parts. The first part introduces the background, purpose and significance of the selected topic, and summarizes the research status, summarizes the research ideas, methods, innovations and deficiencies. The second part is summarizes the theory of the Flipped Classroom teaching mode, contains the basic concept of instructional design, the definition, characteristics and misunderstandings of Flipped Classroom, and the detailed explanation of domestic and foreign classic case, thus forms a preliminary understanding of the Flipped Classroom teaching mode. The third part is the investigation and analysis of the current middle school history teaching design, and of the points, teaching methods, and teaching effect designed by teachers. So we can draw a conclusion that the problems existing in the design of middle school history teaching. The fourth part is the middle school history Flipped Classroom teaching design, mainly includes three big aspects:the design principle, the classical model analysis, the process and step. Finally, the author has done rational analysis of the "China fever" of Flipped Classroom according to its background and conditions, combined with the realistic soil of the development of education in our country. The author’s reflection and advice is aiming at the part of the problem is given. Hope that the study of this topic can promote the development process of the Flipped Classroom teaching mode. Then it can better serve the middle school history teaching. |
