A Study On The Teaching Of Ancient Poems In The Mode Of "Reversing Classroom"

"Flipped Classroom" changed the present situation of the traditional Chinese teaching, break the traditional teaching model, advocating students’initiative in learning Chinese, make students take responsibility for their own. This study seeks the integrating point about "Flipped Classroom" and ancient Chinese poems teaching, exploring the ancient Chinese poems teaching of "flipped Classroom" model from the perspective of ought in order to find more efficient teaching model. Lay a solid foundation from theory to practice by literature research method, interview survey method, case analysis method, folly understand the attitude of ancient Chinese poems by "flipped classroom" model, analysis the typical cases to explore effective teaching of ancient Chinese poems. Through a new perspective to study ancient Chinese poems teaching is not only benefit to deepen the reform of the ancient Chinese poems teaching, it is also benefit to promote the Chinese teachers’ professional development, and exploring the development of students’creative thinking ability.Full article is divided into three parts of Preface profile, Text and Conclusion, the Text is divided into three chapters.Preface profile:The research origin and the significance of the ancient Chinese poems teaching by "flipped classroom" model, summarize the research results at China and abroad and put forward the problems and prospect, clear the aim of this study, research ideas, research methods and put forward the innovation of this study.The first chapter:Summary of the ancient Chinese poems teaching by "flipped classroom" model. Clear the meaning, summary the characteristics:the autonomy of students’learning; the ductility of studding’s space and time; the systemic of mini course resources; the diversity of students’thinking; the diversity of teaching. Put forward the significances:It’s benefit to make the students be their master; to improve the Chinese teachers teaching level; to cultivate students’ autonomous, cooperative and inquiry learning ability; to arouse students’interest in learning poems. Find the theoretical basis:Eric Mazur’s Peer-Instruction theory; Lev Vygotsky’s the zone of proximal development; Constructivist learning theory; Bloom’s mastery learning theory; Pavio’s the dual coding theory.The second chapter:The design of the ancient Chinese poems teaching by "flipped classroom" model. Design throughout the time before class, in class, after class, the design before class include:design of mini courses before class; design of autonomous learning task list before class." Class teaching design include:teaching objectives design; teaching program design; teaching method design; teaching evaluation design. The design after class include: design of expansion; design of reflection.The third chapter:The tactics of the ancient Chinese poems teaching by "flipped classroom" model. First, to deepen the ideological understanding:to understand the positioning of the ancient Chinese poems teaching by "flipped classroom" model; clear the purpose of the ancient Chinese poems teaching by "flipped classroom" model. Second, to update the concept of the role:make teacher’s role turn "teacher man" to "guide" and "developer"; make student’s role turn "listener" to "participants" and "thinker". Third, we should enhance the level of participation:improve the level of using education information technology; enrich students’Chinese learning experience; enhance students’ cultural identity of poems. Fourth, to do well the teaching choice:make the choice of mini course; make the choice of network resources; make the choice of teaching content.Conclusion:Further defined the purpose of ancient Chinese poems teaching by "flipped classroom" model, analysis some problems and deficiency of research in the study’s process, clear the direction of future study.