On Philology Teaching And Learning Ideas Of "Flipped Classroom" In Middle School

As a basis for learning other courses, philology has played a crucial role in students’ ability to understandings and humanities. How to strengthen students’ interest in learning the philology discipline and improving learning efficiency is the focus of research educators. Appling the "Flipped Classroom" to philology teaching is possible to further update the concept of teaching for high school philology teachers. It is possible to reduce the burden of high school students in learning philology, to improve philology teaching efficiency, and to promote the harmonious development of all aspects of students’ philology accomplishment and humanistic qualities.The main content of this paper consists of an introduction, three chapters and a conclusion of three parts. In introduction, it mainly discusses the research background, current situation, content, significance and innovation. On the current status of middle school philology teaching point of view, there are many problems. The new era is calling for new forms of teaching. "Flipped Classroom" provides new solutions to the problems. The teaching philology it advocated meet the requirements of the new curriculum reform. So it is worth of studying. Combining the "Flipped Classroom" with philology teaching can provide a new way for educators to reform the philology teaching.The first chapter consists of three sections. This chapter focuses on the "Flipped Classroom" teaching philosophy and evaluation performed. "Flipped Classroom" changes the intrinsic character between teachers and students. Teachers’task is not only to impart knowledge to students, but to guide students to study as a leader independently. "Flipped Classroom" meet the requirements of the new curriculum reform, meet the needs of personnel training in quality education, and meet the background of information education. It has injected fresh blood to the new round of curriculum reform.The second chapter consists of four sections, discussing the concept of high school philology teachers’teaching idea under the "Flipped Classroom" model from four levels respectively. Using the "Flipped Classroom" is a new attempt to education reform. As for teachers, the main task is to inspire students to develop philological thinking.Teachers should learn to use various forms to stimulate students’interest in learning, use various resources to provide students with learning materials, take efficient ways to promote the students’ knowledge in classroom activities, and use the self-assessment or other assessment to improve the way of students’grading learning.The third chapter consists of four sections, discussing the concept of high school students’ learning idea under the "Flipped Classroom" from four levels. In the "Flipped Classroom", the students use with animation, images, voice, video to learn and boost interest in learning. Cooperative learning in groups can stimulate students’ sense of team. In exchange for the liberation of classroom time, students have the opportunity to expand knowledge of the philology. In addition to depth reading and learning by analogy outside, it can also expand the philology horizons and deepen knowledge of languages to achieve the purpose of the conversion mode of thinking.The conclusion part analyzes the impact of "Flipped Classroom" in other factors. Implementation of any kind of teaching mode requires full cooperation in all aspects of social forces. In order to bear fruit in philology teaching practice, in addition teachers and students’ support, it also need technological support, school with the reform and parents’ support.