The Instructional Design And Practice Research Of Junior Middle School Chemistry Based On Flip Classroom

Since the new curriculum reform was carried out, many education experts and front line teachers have explored tirelessly for various kinds of new class teaching modes in order to provide a comprehensive develop for the students. Among these, as a new rising teaching mode, flipped classroom greatly caters to the requirement of the educational reform in our country. Flipped classroom overturns the limitations of time and space from the traditional teaching mode. It starts the teaching based on the learning situation of students and allows the students to learn first and teach then. In this way, the enthusiasm of the students is fully aroused. Researches concerning flipped classroom soon attract people’s attention. How to create instructional designs based on flipped classroom for junior middle school chemistry is the hotspot for the recent researches.Firstly, this thesis makes an analysis on the recent overseas and domestic research status of flipped classroom and instructional design. It also serves a demonstration to the cognitive learning theory, constructive learning theory, systematic scientific theory, mastery learning theory and some other relative theories. Secondly, according to the investigation and analysis of the recent status of instructional design and knowledge of flipped classroom of the middle school teachers in Shunde District, Foshan, Guangdong Province this thesis makes an instructional design of flipped classroom named “three analysis, two preparation, four procedures and one introspection. The three analysis is the pre-class analysis of curriculum standard, teaching material and students. The two preparation include setout of the self-study of micro-lesson video and the design of student task list. The four procedures consist of peer review and self-study, raising and solving problems, cooperating and communicating and testing in the class. The one introspection is the reflection of the teaching evaluation. Meanwhile, a teaching practice is made concerning on the two parts of “Water in the Nature” and “Chemical Equation”. Take the students in Class 9, Grade 9 which the author teaches during her replacement internship as research objects, the author conducts the teaching by means of instructional design of flipped classroom. At the same time, take Class 9 as control class, teaching based on traditional instructional design was carried on. Hereafter the author summarizes and reviews the teaching practice through unit test, questionnaire of students, teaching tracing evaluation, and so on. The result shows that the teaching practice of flipped classroom is benefit for the improvement of average and below the average students. It is also good for cultivating students’ ability of practice, cooperation, communication, expression, innovation. In the process of learning, the students’ study interest and motivation will be strengthened. In the meantime, the improvement of the students’ ability of self-control while studying, reasonable assignment of groups and good class discipline are also strong guarantees to the achievement of the effect of flipped classroom. This result provides some practical basis and applied reference for the theoretical research of the instructional design of flipped classroom.