Practice Research Of Flipped Classroom In Grade One Of Senior High School Chemistry Teaching

In 2010, the National Medium- and Long-Term Plan for Educational Reform and Development (2010-2020) pointed out the need to expedite infrastructure construction of educational information, information technology plays a revolutionary influence on educational development. The following problems existing in the traditional education, such as insufficient implementing experimental teaching, giving priority to lecture-based learning, putting more emphasis on results in evaluation method. At the same time, under the requirement of new curriculum reform and the depth of integration between information technology and subject education, flipped classroom teaching model spread to China. And it has been applied into primary and secondary classroom teaching and it has shown its own unique charm. Flipped classroom is the first post-teaching, autonomic teaching model, a subversion to traditional teaching which is giving lecture in class and doing homework after class. In the support of information technology, students make autonomous learning in their own pace before class, and in class students can learn based on questions and items, which can meet different levels of students through one to one individualized learning, thus to be favor of the development of students’high order thinking.This research paper consists of seven parts. The first part is introduction. The second part is theory construction, composed of flipped classroom, related support system of flipped classroom and theoretical basis of flipped classroom. The third part is formulation and implementation of questionnaire, which includes the questionnaire of application status of flipped classroom and the questionnaire about the flipped classroom to the implementation of three dimensional objective. Collecting data through testing and actual measurement, using spss20.0 to conduct analysis of reliability and validity, then getting a reliability coefficient and KMO value, moreover, it can ensure reliability and construct validity measured by comprehensive gravel figure, rotating component matrix, explaining total variance and liner regression analysis. The fourth part is analyzing the questionnaire of application status of flipped classroom. The fifth part is analyzing the questionnaire of the implementation of three dimensional objective of flipped classroom. The sixth part is practice research of the application of flipped classroom in Grade One of High School chemistry teaching, which includes comparative analysis on performance between flipped classroom experimental class and control class and interview for teachers conducting flipped classroom. The seventh part is conclusion and reflection of this research.The conclusion of this research:Firstly, clarification of the application of flipped classroom:the overall average of questionnaire about the present status of the application of flipped classroom is 3.870, a reliability coefficient is 0.851, KMO is 0.826. Implementation of three dimensions:before-class stage is much more important than post-class stage, which is much more important than while-class stage. Based on demographic background variance analysis, we can conclude that there is no significant difference of gender in the survey of the present status of application and there is no significant difference between different classes in before-class stage and post-class stage, while there is a difference in while-class stage. Secondly, explication of the implementation of three-dimensional objective of flipped classroom:the overall average of the questionnaire about the implementation of the three-dimensional objective of flipped classroom is 4.017,a reliability coefficient is 0.886, KMO is 0.887. The implementation of three-dimensional objective:process is much more important than emotional attitude and values, which is more important than knowledge and skills. Based on demographic background variance analysis, we can conclude that there is no difference about gender and different classes in the implementation of three-dimensional objective. Thirdly, through comparative analysis of chemistry scores in experimental flipped classroom, we can conclude that flipped classroom has raised students’average score, improved classes’ pass rate and enhanced classes’ highest score.