Application Of Flipped Classroom In High School Geography Teaching

To improve education quality, better students’ learning methods, promote overall development of students, and cultivate innovative and high-quality talents are the eternal topics of education reforms. A new round of curricular reforms has put forward new requirements and challenges for high school geography classes in China.Flipped classroom has become the focus of global education circle in recent years, and it has been regarded as the “major technological revolution impacting classroom teaching”. Flipped classroom could promote students’ capabilities in self-independence, cooperation, exploration and innovation, and cultivate innovative talents with overall development. As flipped classroom is becoming increasingly popular in international education circle, educational researchers and frontline teachers in China begin to actively explore and utilize flipped classroom. With unbalanced distribution of educational resources in a vast territory, China has big differences with western countries in educational culture. How to successfully introduce flipped classroom under current education environment, and transform and design it into an innovative model applicable to different schools, disciplines, and teaching contexts has become an urgent and important research task.By application of literature review, questionnaire, experimental research and other methodologies, the paper defines the basic connotation of flipped classroom, discusses its theoretical foundation and value and procedures of implementation, designs questionnaires and teaching cases, and carries out teaching practices in high school geography classes. The results of questionnaire survey indicate that geography teachers of high schools in Guiyang know little about flipped classroom whose application is not enough, and that flipped classroom discipline management is not satisfactory. The results of teaching practices show that flipped classroom could improve students’ interest in geography as well as their academic performance, and enhance students’ awareness of cooperative learning. Although many advantages have been shown in flipped classroom, there also exist some problems, such as low efficiency of group activities, severe waste of class time, fragmented learning hindering the establishment of systematized knowledge system, and high cost of classes etc. Therefore, in order to effectively introduce the teaching model of flipped classroom into China and to realize its localization, the author has put forward the following strategies: reforming traditional education system, enhancing publicity and promotion, emphasizing on development of educational resources, encouraging innovation of teaching model, accepting advanced teaching ideology, and optimizing classroom arrangement. Despite the fact that this is a relatively comprehensive research conducted on the foundation of previous studies, there still exist some shortages in this paper. For example, the research objects selected are not quite representative, and the teaching practices are inadequate in time and contents, which could affect the accuracy of experiment conclusions.Through researches on the application of flipped classroom in high school geography class, the study has enriched and developed the teaching theories in China, provided teaching cases of flipped classroom, and actively provided references for exploring the development of flipped classroom in China, as well as for its effective implementation by frontline teachers. The study is conducive to the popularization of flipped classroom, thus to promote the new curriculum reform process in China.