Study On The Flipped Classroom Teaching Practice Based On The "Teacher’s Leading And Student’s Subject" Learning

Flipped Classroom apply the modern educational technology and information teaching environment,to realize the reverse innovative of the knowledge teaching and knowledge internalization of traditional teaching process,effectively carry out personalized teaching according to the differences and needs of students,not only give full play to the main body of the students in the learning process, but ensure the leading role of teachers in the teaching process.It provides a new way for the education reform in the network information environment.This study used literature analysis method,questionnaire survey method and statistical analysis method, combined with specific courses to design the "Double master" learning(with the teacher as the leading, the student as the main subject) of flipped classroom teaching, to explore the teaching process and the implementation strategy of the flipped classroom,analysis the effect of teaching, and then to carry out the flipped classroom teaching design and implementation of colleges,to optimize the teaching effect, improving students’ autonomous learning ability and cooperative ability and other aspects of the research to provide useful reference.This paper is divided into six parts:The first part, introduction. This paper discusses the research background, the present research situation, the content, the method and the significance of this study.The second part, the concept definition and basic theory. On the basis of reading domestic and foreign literatures, to sort out the flipped classroom research, “teacher’s leading and student’s subject” learning, collaborative learning and other related concepts and theoretical basis, to define and explain, laid the foundation for this study.The third part, curriculum teaching design. According to the goal of the course,the learners, learning resources and environment characteristics, to design and implement the flipped classroom teaching process based on the "double master" learning concept. The teaching activities are divided into three parts: pre class knowledge learning, in class knowledge internalization and after class knowledgedeepening,based on the "Document retrieval and utilization" course, in the light of the theory learning,retrieval practice,teaching evaluation and ability development to carry out the teaching practice, to verify the feasibility and effectiveness of the "double master" learning.The fourth part, teaching effect analysis. Firstly, with the combination of questionnaire survey and interviews, to dispose and analysis the collected data, to test the effectiveness of the "double master" flipped classroom learning. At the same time,using S-P structure to analyze the score of test or practice, which provides important information for the diagnosis and teaching evaluation.Through the calculation and analysis of the test results’ difference coefficient and attention coefficient of the course,to assist the teacher understand students’ academic achievement, to find a clue to the diagnosis of learning difficulties and to review the quality of test questions, as a basis for the improvement of teaching design and implementation. It is helpful for the improvement of students’ individualized instruction and teaching method, which can improve the teaching efficiency.The fifth part, problems and countermeasures. According to the analysis of the teaching effects, there are problems in the school network conditions, the network teaching platform, students’ autonomous learning awareness and ability,and so on,put forward to optimize the campus network environment, make good use of network teaching platform, enhance students’ autonomous learning awareness and ability,improve teachers’ comprehensive ability and other related coping strategies.The sixth part, conclusion. This study verified the positive effect of flipped classroom which based on "double master" learning from where using information teaching environment and resources,promoting students’ individualized learning,enhance teachers’ communication and interaction,improve teaching efficiency and effectiveness.