The Research Of The Flipped Classroom Based On Micro Lesson In High School Physics Class

With the rapid development of modern information technology, all areas of society are constantly using information technology to solve problems of, information technology has been widely applied to educational activities. In recent years, the rise of the United States from the "flipped classroom" teaching mode caused widespread concern in the world of education,in the field of basic education in our country has also had a huge response, China has a lot of schools were "flipped classroom" teaching practice, For example Jiangjin Jukui High School, Changle first Middle school. In our country the flipped classroom reform boom, we should be in-depth analysis of the social background, the theoretical basis flipped classroom teaching pattern generation and their own limitations, and actively absorb the beneficial elements, focusing on teaching mode and other complementary and integration, promote classroom enhancing the overall effectiveness of teaching. On the basis of theoretical research on the flipped classroom teaching, introduced flipped classroom carrier- specific micro lesson design process, combined with the typical flipped classroom teaching high school physics model and the characteristics of discipline at home and abroad, it is designed based on high school physics flip teaching structure classroom teaching mode, and give practice and evaluation, further analysis of the physical concept of class, the laws of physics class, physics experiment course and physical exercise class is suitable for use flipped classroom teaching mode to start teaching, flipped classroom teaching mode and I designed the Teaching basic structure of the lower, respectively, to optimize the flipped classroom teaching structure diagram is for experimental physics courses and physical exercise class, providing guidance and assistance for subsequent in-service teachers better implementation flipped classroom teaching.The paper is divided into six chapters. The first chapter is an introduction, mainly introduces the flipped classroom research background, research ideas and methods papers and research status at home and abroad flipped classroom teaching mode.The second chapter introduces the concept, theoretical basis and technical support, mainly on the definition flipped classroom teaching model theoretical basis, concepts and a comparison with the traditional physical classroom.The third chapter introduces the definition and characteristics of the micro-lessons, micro-class production processes as well as the author in this paper the classification of micro lesson recording.In the fourth chapter the author based abroad typical flipped classroom model, structure-based design of teaching high school physics flipped classroom teaching mode, and give practice and evaluation. Further analysis of the physical concept of class, the laws of physics class, physics experiments,physics recitation classes and if it is suitable to start teaching with flipped classroom teaching model, based on analysis and evaluation, optimized for different types flipped classroom lesson structure. This paper introduces the laws of physics class the Newtons third law of the concrete implementation process, and after the implementation of teaching reflection.The fifth chapter is to evaluate flipped classroom teaching mode, through questionnaires to analyze the students attitude towards flipped classroom teaching mode, teaching two teachers and experienced teachers just to work on the implementation of flipping the classroom teaching mode interviews investigate, draw conclusions and make teaching reflection.The sixth chapter is a summary and outlook. Including research results, the lack of research and improved methods, proposed production of "learning task list" to help students learn in the flipped classroom.