A Case Study Of The Implementation Of Flipped Classroom Teaching In Ideological And Political Course

The Flipped Classroom is a new teaching mode which lets the students accomplish learning basic knowledge before class, internalize the knowledge during the class and review the knowledge after class. This mode emphasizes on the students-centered teaching and the roles of the students and teachers changed in compare with the traditional teaching methods, which exert a positive effect on personalized study and improvement of self-learning ability. At present, our country’s research on the flipped classroom is at the beginning stage and the implementation of this mode confines to a limited areas. Xinjiang’s villages and farm fields get in very little touch with this teaching mode. So, it’s necessary to apply this some new teaching modes and beliefs to facilitate efficient classroom teaching and improve teaching quality. Therefore, it’s of great significance to put the Flipped classroom into practice in remote villages in Xinjiang.The subjects of the experiment are the Class 5’s senior high school students from 123 farm field school of the seventh division. The purpose of the experiment is to make an attempt to applying the Flipped Classroom to ideology and politics class teaching.First, to make a pre-research preparation by collecting related materials and researches so as to know present conditions of the Flipped classroom teaching, the nature of the senior high school’s ideology and politics and the existing weaknesses in teaching of this discipline, and to know the present teaching-learning conditions of this class through questionnaire test and interview.Secondly, analyzing and designing how to apply the Flipped Classroom to ideology and politics from the perspectives of the influential factors, implementation plan of small group cooperation learning, classroom monitor and preparation of micro video. Flipped Classroom applies action analysis methods to adjust and improve course design progressively. Finally, the thesis evaluates and reflects on the teaching process and working out a strategy of implementation of the Flipped Classroom.The results indicate that, Flipped Classroom is suitable for this class’ s senior high school’s ideology and politics teaching and it works a better effect to use mixed teaching modes in teaching. This mode can improve students’ self-learning ability, analysis ability and the abilities to discover problems and therefore is helpful to make a high-efficient class. Meanwhile, the research shows that the most important factor for implementation of Flipped Classroom is the transform of the teaching-learning values and beliefs. This research enriched the empirical theories of Flipped Classroom and provided some references to implementation of Flipped Classroom in remote villages and country areas, presenting a new method in improvement of the efficiency in senior high school’s ideology and politics teaching.