The Design And Pratice Of Chemistry Teaching Based On The Flipped Classroom

Flipped Classroom is translated from the’ Tlipped Classroom" or "Inverted Classroom" 。 Whatissaid"flipping", that mainly refers to construct the learning process. Flipped Classroom uses the Internet as a platform, knowledge transfer stageis completed independently by students before the class, students can accord to their own learning style and ability to control their own learning progress. And in the classroom, the teachers helps students to complete knowledge internalization stage, that helps students’ personalized learning, that has obtained the good teaching effect. Flipped Classroom as a new teaching mode, since introduced to China, has been accepted by more and more a glimmer of teachers and education researchers, but in the process of its implementation it still exists many problems need to be: for example, the design of the micro-lectures before class and learning guidance in casual, lack of scientific nature; Aiming at the problem of self-study before class of accurate diagnosis and diagnosis can’t seize the diagnostic time, fault means; Lesson in self-study, group learning effect is ideal, serious formalism; Aiming at the problems in the implementation of the flip classroom, the author has carried out the following research.this paper adopts literature inside and outside the French research on classroom "flip" basic situation, to Flipped Classroom instructional design" and "class" defining the main concepts. Secondly, the author in teaching design principles, information processing theory, system science theory, under the guidance of reference to Flipped Classroom based on the Flipped Classroom model optimization model of junior middle school chemistry teaching design case-studies of preparing and properties of carbon dioxide; Then the author according to Flipped Classroom more problems exist in the process of implementing the lesson link through the case design, completed the Flipped Classroom learning resources before class "the preparation of the carbon dioxide " and "the nature of the carbon dioxide" two production, and other parts of the "flip" model implementation strategy is put forward. And then contact the teaching practice, the design good teaching design case used in teaching practice, after teaching practice stage achievement test was carried out on the experimental class and control class, the collected results and z test data through EXCEL software, combining classroom observation to summarize the results analysis and reflection. Finally we can draw the following conclusion:(1)theauthor used the corresponding strategies to design micro-lectures work "the nature of the carbon dioxide, in chemical education committee by the Chinese chemical society" the 5th national teaching skills contest for the chemistry education master’s micro class competition "won the first prize.(2) for the teaching effect, the Flipped Classroom teaching mode of chemical class is more active than traditional chemistry classroom atmosphere is active, the students’ participation is higher, and the students’ phase test result is superior than traditional classroom;(3) compared with the traditional teaching design, the Flipped Classroom teaching design more scientific, can appear in the process of students’ learning to make timely detection, using the related implementation strategies for the students in the learning process of the problems can be timely solve, make the scientific and reasonable teaching program;(4) the Flipped Classroom teaching design embraces students as the center, designed in order to make students learning more effective and more simple, at the same time stimulate students’ learning initiative, to cultivate students’ consciousness of cooperation, enhance the students’ experimental ability, more reflect the ideas of new curriculum reform;(5) Flipped Classroom problem oriented, teachers teaching concerns are focused on the students on the solution of the problem, namely the internalization of knowledge, and through the discussion and validation in person, make its understanding of the knowledge will have a qualitative leap, thus improve the classroom efficiency.