Factors And Strategies Of Implementing Flipped Classroom In Primary & Secondary Schools

With advances in technology, a large number of new things gradually come into education. Because of the flipped classroom’s arrival, integration of information technology (IT) and teaching develops a new trend. The Flipped classroom is called a little sun in the year by "2015 Horizon Report ". The past few years, the Flipped Classroom has gained much educators’attention, but after research I found that ineffective of some schools using the Flipped Classroom Model after the pilot, even worse than the original teaching mode. Teachers and students are highly motivated at first, but poor late. There are also some schools want to implement it. Teachers and students have very positive response, but some schools do not know how to start. Based on it, the author proposed a study "Factors of Implementing Flipped Classroom in Primary and Secondary Schools and Strategies".The purpose is to provide strategies of implementing the Flipped Classroom for primary and secondary schools, solve problems and change the passive situation. The study helps educators quickly apply to teaching, and promotes student learning. Meanwhile Flipped Classroom as a blended learning, provide a viable methodology to support blended learning’s management & the creation of mechanisms and school-level management & the creation of mechanisms.This study use business management’s ideas, focusing on factors of implementing the Flipped Classroom. I collected as many as 20 kinds of factors through a lot of literature research. Then consulted several experts through the Delphi method about reasonable of classification in this framework. The author surveys the primary and secondary educators through questionnaires. After the establishment of the above factors, the author extract strategies from case.This paper is divided into seven chapters, then the research background, research questions, the research process, research conclusions were described in detail. The first chapter for background and significance, the core concept definition, research ideas, research methods were introduced. The second chapter analyzes the human factors analysis and countermeasures research, analyzed from teachers, students, educational administrators, parents, four angles. The third chapter analyzes the factors and strategies Dimension learning resources, mainly from the former micro courses and independent study class resources to start the task. The fourth chapter analyzes the factors and policy evaluation system in the dimensions were elaborated from micro Flipped Classroom lesson evaluation and assessment in two dimensions. The fifth chapter analyzes the factors and policy information Environmental Construction in the dimensions were studied from hardware, software, facilities and online learning these three secondary dimensions. In this paper, the use of "sub-total" structure, the first four chapters are impact factors are described Flipped Classroom implementation and countermeasures. The sixth chapter is the total of said application Flipped Classroom practice and reflection, the chapter shows the Flipped Classroom practice cases and Flipped Classroom practice value. Chapter VII is a summary and outlook, declares this study innovation, and describes the research deficiencies and future research directions.