A Study On Group Cooperative Learning In Flipped Classroom In Middle School Under The Perspective Of Phenomenological Pedagogy

Flipped classroom is a form with the support of information technology, which students can complete the initial learning of new knowledge through video resources for study; and complete the depth of learning in class through the interaction between students and teachers.Flipped classroom embodies "cooperative learning" "inquiry learning"and "learner center" learning activities, which is in line with the New Curriculum Reform. So flipped classroom is causing the educational circles scholar and the general teacher's attention. However, there are many teaching problems in the practice teaching as flipped classroom is a teaching form abroad and it is in development stage. Based on this, the purpose of this study is to explore the teaching problems in flipped classroom, and find out the reasons so as to put forward the corresponding educational countermeasures. The final aim of this study is making the "exotic" such as flipped classroom more suitable for schooling in China.This study takes phenomenological pedagogy as the research method,and the content of human emotional tremor in the new phenomenology as the research perspective to study the problems in the practice of flipped classroom. This study starts with the students' negative emotional experience in group cooperative learning, and then finding out the causes and putting forward educational countermeasures.First of all, this study describes students' negative emotional experience with the phenomenological description in group cooperative learning of flipped classroom. And the description includes students'spatial and emotional experience. Secondly, according to the qualitative research methods-----phenomenological pedagogy, this study shows that today's flipped classroom, which supported by information technology,has great advantages in the way of acquiring knowledge and the amount of knowledge. However, there are still some problems which traditional teaching form cannot solve in flipped classroom, In the research survey,the concrete manifestation is as follows: (1) Due to the influence of the modern knowledge concept, there is serious "knowledge hegemony"phenomenon in group cooperative learning of flipped classroom. (2) Due to overlooking the meaning students' lives, flipped classroom has false subjective phenomenon. (3) Due to the lack of cooperation and communication skills, cooperative learning is difficult to effectively start.In view of the above research, the study puts forward educational countermeasures, such as reconstructing the knowledge of teaching materials, returning to the students' life world and emphasizing the importance of inter-subjectivity, so as to make the real classroom "flip".This study takes the students' emotional experience as the starting point, and uses phenomenological pedagogy as research paradigm.Revealing the unconscious learning experience and the nature of learning,and trying to find out the essence of flipped classroom from the student's point of view. This study has tried using a new perspective to examine the applicability and effectiveness of flipped classroom in our nation's school.