The Analysis On Teaching Process Characteristics In Flipped-classroom Under Information Technology

With the deep development of education informational, flipped-classroom as a new teaching model, has become a hot topic in the field of teaching research at home and abroad, and has a significant impact on teaching reform in our country. Flipped-classroom changes teaching activities of traditional classroom in class and after class. After class, students study by themselves according to high quality teaching resources the teachers provided in class, accomplish the transmission of knowledge, and can timely communicate with the teacher and student online, and record the problems encountered in the learning. And in class, teaching process are interactive activities between teachers and students to absorb knowledge. This teaching model has been actively attempted into teaching practice of primary and secondary school, and formed a certain scale of teaching, many education researchers make the appropriate research and discussion about teaching mode, teaching design and teaching practice of flipped-classroom, but few researchers focus on studying the essential feature of the flipped-classroom teaching process from the angle of teaching evaluation and analysis.This article has the teaching process of flipped-classroom as a research point, and teaching process theory as the theoretical basis, analyses qualitatively its general characteristics. Then this study designs its code table of teaching behavior analysis and its research approach, and develops a analysis tool of teaching process characteristics. Finally this paper focuses on flipped classroom videos, and applies this tool to analyze performance evaluation of flipped-classroom teaching process to explore the general characteristics of flipped-classroom.This thesis mainly work in:(1)Analyze flipped-classroom teaching model and its essential features, and then indicates teaching process characteristics of flipped-classroom from the perspective of knowledge transfer and interaction between teachers and students.(2)Design evaluation methods of flipped-classroom teaching process. The paper constructs code table of teaching behavior analysis, and analyses flipped-classroom teaching process from two perspectives above, develops independently a analysis tool of teaching process characteristics.(3) Selects teaching videos of flipped-classroom and traditional classroom as a research object, applies the evaluation method of the fourth chapter to design experiments and collect some relevant data, compares performance evaluation analysis of the two cases, and provides some suggestions to implement true flipped-classroom.This study to explore quantitatively reverse characteristics of classroom teaching process, from the practice proved to flip the classroom teaching process to promote interaction between teachers and students, changed the way traditional classroom knowledge information transmission, promote the education teaching reform practice. The key problems need solving as follows:(1) design code analysis table of teaching behavior and research scheme.(2) use method of video case, collect experiment data, and describe the general characteristics of the teaching process.(3) turn the quantitative analysis of the teaching effect in flipped-classroom.