The Research And Practice Of Chemistry Flipped Classroom In High School Based On Micro-class Pattern

Third technological revolution has brought rapid development of information technology and set off the information revolution. How to make full use of modern technology and to maximize the effectiveness of technology in the classroom teaching is questions which should be pondered over by every educator.“Flipped classroom” is a typical representative based on blend teaching, especially when “flipped classroom” has achieved decent practice results in teaching in the United States, which makes “flipped classroom” the focus of research in the field of education in no time. “Flipped classroom” starts with independent learning activities taking micro-classroom video as a carrier, and then focuses on cooperative learning, teacher-solving questions and other activities, which enables teachers to have more time and energy for individualized guidance to students, making students’ learning ways more individual and selective.Currently, the researches on teaching strategies and systematic studies of practice of “flipped classroom” are relatively limited, and there is lack in comparison between study of “flipped classroom” and teaching model which have been widely recognized for more than a dozen years based on chemistry curriculum for high school.Thus the main contents and innovations of this paper are as follows:(1) Describe the concept, characteristics and nature of “flipped classroom”, focusing on the problem of the lack of profound understanding of the concept, and basing on combing the definition of “flipped classroom” by different scholars.(2) Analyse the existing teaching model of “flipped classroom” and build “flipped classroom” teaching model which applies to high school chemistry teaching and the process of “flipped classroom” practice.(3) According to the connotation and implementation process of “flipped classroom” teaching mode, design two kinds of environment both on and off campus, and four progressive practical projects containing open Internet environment, home-based teaching, school-based teaching and class-based teaching by following research steps from virtual teaching to actual teaching, from after-school tutoring to normal teaching, from teaching some students to teaching all students. This avoids a possible negative impact of teaching research and practice on students and enriches the levels and dimensions of research, providing strong and empirical material for the study of “flipping the classroom” teaching, which has gained agood effect.(4) Further determine the differences and similarities, advantages and disadvantages between “flipped classroom” and “Life Class” where the writer works by systematic teaching practice and research. This promotes the realization of class-based “Life Class” by introducing elements of micro-class video, online exercises and interaction to the highly-effective class model, opening a new model of “flipped classroom” in teaching, which will help speed up China’s pace to promote the development of “flipped classroom”.