Research On Safeguarding The Localization P Ractice Of Flipped Classroom

The human being has entered a brand new epoch of 21st century, it is an epoch of global economy integration based on knowledge economy, information technology. I the new era has posed new demand for education. Transforming traditional educational conception and outdated education pattern, putting up a brand new education conception, cultivating talents with creativity and enterprising spirit and give full play to individuality has become important tasks of modern education. Nowadays, with advanced technology, fast-spread and multi-transformed information, students has stronger ability to accept new things than before. Which push the reform of teaching method in school. With the rapid development of information technology, flipped classroom was born as an emerging teaching practice. Flipped classroom interchanges the knowledge instruction with knowledge internalization after class, namely, knowledge is instructed after class, and knowledge is internalized in class. As the flipped classroom can meet individualized study demand, it is popular all over the world. However, there are many problems existing in flipped classroom in our teaching practice. Flipped classroom is changing teaching procedure and still further, it changes our way of thinking, as a brand new teaching pattern. Experiment data researched abroad demonstrated that flipped classroom has significant value, if it can be localized, we can’t have a overall absorption, thus many problems will arise. For example, the wide gap of data technology, updating of teachers’conception, improvement of information attainment and education technology literacy. The idea of flipped classroom is very good,but we can’t be too anxious to achieve quick success no matter in its implementation and its effect, we need to take more practice and study to find a way that is suit for our practical national conditions.The thesis can be divided into five parts. The first part is the introduction. It includes the reason to put forward this topic, the research background,the significance of research and the line of thought, research method. The second part, after all-around and in-depth literature research, flipped classroom and the concept of flipped classroom teaching pattern is identified, and the theory basis of flipped classroom teaching pattern is demonstrated. At the same time, based on the current research both abroad and at home, the basic features of flipped classroom is described to set road for the later parts of the thesis. The third part, combing the historical development sequence of flipped classroom and research review of flipped classroom both at home and abroad. The forth part, a investigation analysis of localization practice of flipped classroom based on Jukui middle school, it specifically present the current status of localization practice of flipped classroom, and finds out the difficulty in localization practice. The fifth part, combining the practice of domestic flipped classroom practice in terms of literature and investigation analysis, the author arranges the three aspects, pre-class, in- class and post-class, and is dedicated to research secured strategies for flipped classroom localization practice.We can have an overall and in-depth understanding for flipped classroom. Faced with the new teaching pattern born in the USA, we should keep a foothold on our practical classroom teaching, avoiding blind following-suit and imitation. After investigating the existing problem in flipped classroom practice, combining classical cases at home and abroad, strategies to secure flipped classroom localization practice is summarized. The paper not only provides reference for flipped classroom teaching practice in primary and middle school of our country, but also provides reference for adult and long-distance education, so as to contribute to push the education reform of our country.