Design And Application Research Of Flipping Classroom Learning Activities Based On POGIL

At the end of the last century, the CPC Central Committee and the State Council proposed to "deepen education reform, and comprehensively promote the quality education", points out the students of education shall should promote their comprehensive, independent, personality development, otherwise can't adapt to the demand of social development. Classroom teaching reform is the core of education reform, innovation of teaching mode is the main area of classroom teaching reform. A teaching mode of the flipped classroom arises at the historic moment, the realization of "in front of the class knowledge" and "in the course of knowledge internalization" reverse innovation not only can promote the interaction between students and teachers, can also provide opportunities for individual students to study, rapidly becoming the new hot teaching mode.However, the current research on flipped classroom at home and abroad mainly focus on the mode of research and application of research,the perspective of "learning activity design" is still lacking. Through the investigation on the implementation of the flipped classroom teachers, the author found that the flipped classroom exists following problems:learning activities is not thorough, classroom atmosphere does not motivate them; students'critical thinking and problem solve ability thinking ability of senior didn't get significant development.So, how to design the classroom learning activities can ensure its effectiveness? This research draws lessons from the foreign POGIL teaching idea, designs the concrete operation to turn over the classroom study activity, and carries on the practice in the high school information technology classroom and inquires its effect.This paper is divided into seven chapters:The first chapter. Firstly, this paper describes the research background, purpose and significance of the research. Secondly, the research status quo of POGIL, flipped classroom and learning activities design of in-depth analysis,then clear design principles finally the research contents and methods, and research ideas are described.The second chapter, first introduced the related core concepts-POGIL, flipped classroom and learning activities, then clarifies the related theoretical foundation: activity theory, learning cycle theory, constructivist learning theory.The third chapter, first of all, the existing learning activities related to the model were analyzed. Secondly, POGIL flipped classroom based learning activity model of factor analysis. Finally, the author designs the learning activity model based on POGIL flipped classroom.The fourth chapter will flip the classroom based on POGIL activity model in high school information technology.The fifth chapter, the students' feedback and recognition, teachers and students interaction, process skill level tests, tests of the four aspects of practice effects were analyzed, and then through the analysis of interview method,the author verified the result of the experiment.In the sixth chapter, we first draw the conclusion of the application of the POGIL based learning activity model, and then reflect on the problems encountered in the implementation process, and finally put forward the suggestions.The seventh chapter, first of all, the results of this study, the innovation and the existing problems are summarized, and the future research is proposed.The results show:in the aspect of students'learning attitude, most of the students hold a positive attitude towards learning flipped classroom based on POGIL activity;In the interaction between teachers and students, it is found that the sharing of knowledge can be realized in a wide range, but the enthusiasm of students to participate in the discussion on the platform is generally; in the process of students' skill level, the level of the students before and after the process skills test comparative analysis found that process skill level of the students of the experimental class has been significantly improved, while the control class did not increase, for each dimension through the analysis process of the skill level of the students in the experimental class, found the information perception skills of students is not increased, and analytical thinking skills and technical skills, communication skills are shared increased significantly; in test cases, based on the test results of general analysis, found that the overall score is higher than the experimental class Control class.