The Application Of The Flip Classroom Physics Teaching In High School

With the development of E-education and the demand for personalized learning,the teaching mode of flipping the classroom set off a worldwide wave of education reform.In recent years,our education has also begun to explore and attempt to use the teaching method of flipping the classroom.We expect to find the most suitable teaching mode which corresponds to the new curriculum reform.This research adopts a lot of methods,such as literature analysis,case study and questionnaire.It also compares the teaching modes and teaching cases which are based on the new definition.In addition,this research adopts the present popular teaching resources "micro-lesson".Under the guidance of cooperative learning,other theories like constructivism,humanism,the zone of proximal development and The Full-time Ordinary High School Physics New Curriculum Standard,we can build a new high school physics teaching process.According to the steps of micro-lesson,we can create rich teaching resources and design a variety of teaching activities.In these ways,we can let the students experience this new teaching mode in relaxed and pleasant learning atmosphere,which can achieve the goal of deep learning and the internalization of knowledge.In my paper,I introduce the creation process from six links,including the selection of micro-lesson,the design of micro teaching,micro course of multimedia courseware,micro video recording,micro class task and the micro practice.I also select the chapter 7 from People for High Physics Compulsory 2: The Law of Conservation of Mechanical Energy as the teaching content to show the creation of teaching resources and the design of different teaching processes.According to the teaching process and teaching strategies,I reverse the teaching practice to flip the classroom.Through teaching practice of this study design,I strive to turn the classroom teaching in high school physics classroom education to provide practical reference through the inspection and correction of teaching mode and teaching process which are produced by the teaching practice.