The Practice Research Of "the Flipping Class" In High School IT Course

Long-term Education Reform and Development Plan in a decade presented " pay attention to the cultivation of students’ self-learning ability and ability to cooperate" informational technology provides new opportunities for self-learning and cooperative learning. How to improve students’ informational literacy, is the urgent problem needing to be investigated and solved in information technology teaching. "Flipped classroom" pays attention to students’ individual learning, advocates learner-centered, it appears to be considered significant technological change in classroom teaching. Based on this, this study attempts to implement the flipped classroom in senior high school informational technology courses, which bases on the cooperation project team, trying to improve students’ classroom participation enthusiasm and team cooperation efficiency, and sum up a complete set of teaching design.This paper is divided into six sections. The first part is the introduction of the paper, discusses the selected topic background and the reason, the main research targets,the research status at home and abroad of the flipped classroom, research contents and research methods, and feasibility analysis, etc. The second part of the paper bases on the combination of research objectives, through a comprehensive and in-depth research, defines the concepts of "flipped classroom", as well as the theoretical basis for the reversal of classroom teaching mode made in detail, in order to lay a solid theoretical basis for the paper later. The third part of the paper, mainly through learners’analysis, teaching content, teaching resources design and teaching environment analysis, elaborated the flipped classroom teaching in senior high school informational technology teaching design. In the fourth part of the paper, the analysis of the specific implementation process of the flipped classroom of high school information technology courses has been made. Mainly includes the task list, self-test questions before class and self-study feedback before class, and lists a concrete teaching design case. Part five of the paper expounds the reverse effect of classroom situation through the questionnaire survey data, and the class learning self-test and classroom observation data analysis of this paper.. The last part is a summary, reflection and prospects, of the implementation of flipped classroom model in information technology in high school this semester.