A Design And Practice Of Question-posing In High School Physics Teaching Based On The Flipped Classroom

The popularity of computer and network technology have promoted the education reform process and the Massive Open Online Courses (MOOCs) launched new educational storms, of which the "flipped classroom" teaching mode has the greatest impact. Our teachers are engaged in exploring the flipped classroom teaching while foreign teachers have achieved good results in practice. Their researches mainly focus on model and technical implement, less combination with specific subject.This study firstly had a theoretic discussion about class question-posing and flipped classroom, then analyzed the patterns and integration of the flipping teaching models. It also defined the concept of flipping teaching and non-flipping teaching. Comparative study was conducted on the question-posing aspects and it is found that there are differences about question-posing between flipped classroom and non-flipped classroom through statistical analysis of videos. Comparing the difference in terms of questions, we found that more questions were raised and time distribution of the questions was more balanced in flipped classroom teaching. Flipped classroom has advantages in promoting students’ question-posing and question-solving. Several principles of designing questions in flipped classroom are summarized, namely selectivity principle, questioning principle, students’ priority principle and expansion principle. General methods of flipped classroom teaching design were summarized, including the selection of teaching content and mode, micro video question design and class question design. Those principles and methods were applied to design the case "Elasticity", which was taken into practice in high school physics teaching. Students’ questions and teachers’ thoughts were recorded and the author had an in-depth teaching review based on the results. This paper provided a reference for related researches and practices.