Quantitative Analysis Of The Knowledge Points In Junior High School "Scienceand" Study On The Teaching Model Of Flipped Classroom

Flipped classroom is a new teaching method in the information age, it adapts to the current development trend of the times and has taken seriously by more and more specialists. The flipped classroom research has mainly concentrated in the flipped classroom concept, characteristics, teaching design and teaching mode construction. The main content of this study is the effect of flipping classroom in the practice teaching process for students to learn from.This article takes the "flipped classroom" as the research subject, and explores the influence of flipped classroom on the students’ learning by analyzing the teaching content, constructing teaching mode, developing teaching resource, and carrying out the teaching practice. First of all, this paper takes the "Science" of junior middle school as teaching contents and bases on the quantitative analysis theory of knowledge point, analyzes quantitatively the knowledge point of the junior high school "Science" and selects the specific contents of the chapters and the knowledge points that is suitable for carrying out teaching activities with flipped classroom, designs and develops the corresponding micro-lectures resources which are used by flipped classroom teaching. Secondly, on the bases of existing researches, this paper takes the flipped classroom basic theory, constructivist learning theory and instructional system design theory as a guide, and takes the existing molding flipped classroom teaching model for reference, analysis and re-construct the flipped classroom teaching mode. At the same times, takes the junior high school "Science" for example, the paper designs the learning resources, learning environment, learning process and learning evaluation of flipped classroom teaching and takes them to the practical teaching activities. Finally, through the comparative study of flipped classroom teaching and traditional classroom teaching, this article explores the differences of students’ learning effects. According to the research results, there are obvious differences of the flipped classroom teaching and traditional classroom teaching in the curriculum quality, curriculum interaction, and the quality of students’ work and students’ self-evaluation, while there is no obvious difference of the flipped classroom teaching and traditional classroom teaching in teaching effect, learning support services and academic record.