High School Geography Self-Learning Ability Exploration Based On "Flipped Class" Model

In today’s era of science and technology development, there have great impact on people’s life, work and learning style in information age. At the same time, it puts forward some requirements on lifelong learning ability. This requirement is further projected onto the social training of the talents in school. It brings new research perspective and research topic to the further education, that is, how to respect students’ subject status in the flipped classroom teaching mode, develop students’subjectivity and cultivate students’self-study ability.On the base of referring to a huge amount of literature, combining with re al situation on flipped classroom, this paper defines self-study ability under flippe d classroom as students’self-learning ability, such as making study plans, searchi ng for learning resource, choosing learning strategies, monitoring learning process and self-assessments on learning outcomes.Theoretical foundations of this paper mainly involves teaching thought on Flipped Classroom, Meta-cognitive Theory, Constructionist Learning Theory, Humanistic Learning Theory and the Theory of Mastery Learning. All these classic theories become strong theoretical support of this paper. Using the case study method, questionnaire and classroom observation, this paper found that the geographical status of high school students self-learning ability flipped classroom teaching mode presents the following characteristics:The student’s motivation has increased, but only stay at the ideological level; The students lack of awareness and ability of planning; The students lack of self-inonitoring ability in the process of learning; The students’learning outcomes evaluation lack of autonomy; The students’ability to plan and manage time is very low; The students’learning consequents is effected by the learning environment easily. Then use induction, from internal psychological factors and external environmental factors to summarize the factors of the cultivation of high school students self-learning ability under the flipped classroom model. The internal factors include the desire for knowledge, self-efficacy, learning objectives planning awareness and planning capabilities, learning strategies and reserve capacity; The external factors include teaching model, learning environment and the methods of classroom management. Then, this paper summarize effective strategy according to the influencing factors in the context of flipping-over class: highlight the guidance of learning plan, strengthen student’s awareness and ability of learning regulation, enhance the guidance of learning method and strategy. creative cooperative and communicative context, promote student’s cooperative and communicative competence. reinforce student’s self-supervision and self-assessment ability.