Junior High School Flipping Classroom Teaching Strategy Research

The informationization and the big data technology have already changed the way of human knowledge acquisition and production,people's daily communication as well as the situation in the field of education significantly.With the help of technology,Flipped Classroom integrating the face-to-face communication and e-learning can be turned out.Flipped Classroom is a kind of teaching models where the transmission is happening in classes and digestion and adsorption of knowledge is left for students,promoting students ' autonomous learning ability and meeting the needs of students` personalized development.Nowadays,Flipped Classroom teaching practice is in full swing along with the problem of form reversal,namely that teachers do not know how to implement and demonstrate the effect of Flipped Classroom with the lack of corresponding teaching strategy.Therefore,the study of teaching strategy is the focus of the current Flipped Classroom.This article focuses on proposing and formulating teaching strategies and uses numerous junior high school Flipped Classroom teaching cases to illustrate the usage of teaching strategy.This study mainly uses the literature research method and the case analysis method based on mastery learning theory,constructivism learning theory,blending learning theory,relevance theory and the cognitive development stage theory.After combing the present situation of the model and the practice of Flipped Classroom in detail,this study puts forward three teaching strategies in accordance to the three steps pre-class period,while-class period and after-class period,which are pre-class teaching preparation strategies,while-class teaching implementation strategies and after-class teaching remediation and evaluation strategies.The main contents of this study include: firstly,review literature of the previous researches on Flipped Classroom as well as the teaching strategy;secondly,turn over the the concept ? the superiority ? the limitation and characteristics of Flipped Classroom;present the concept?the classification and the characteristics of teaching strategies in detail.Thirdly,combined with the characteristics of teaching objectives of Flipped Classroom,the problems in practice and the classification of teaching strategies,the paper tries to put forward three teaching strategies which are mainly pre-class,while-class and after-class teaching strategy,forming the basic frame of junor high school Flipped Classroom teaching strategy preliminarily.Besides,each ofthe three teaching strategies is illustrated respectively and divided into several subordinate strategies,supplemented by some appropriate junior high school Flipped Classroom cases as the use of each subordinate strategy.Finally,summarize the conclusion of this paper,point out the shortcomings of the paper and look forward to the future of Flipped Classroom study.After this research,the author mainly obtains the following conclusion: the learning material establishment strategy has built the scaffold for the on-line independent study,which providing the guidance for student's study.The network interaction-collecting feedback strategy provides the possibility for the second preparation of the teacher before the class,so that the teacher can adjust the teaching content flexibly and improve the teaching effectiveness on the basis of understanding the students` real situation.In the course of teaching implementation strategies has realized the diversity of teaching activities and promote the meaningful knowledge construction.After-class teaching remediation and evaluation strategy lead a good idea to form the integrated knowledge hierarchy.Teacher adopt the comprehensive evaluation to carry out effective process evaluation and formative evaluation for the performance of student,which also provide certain reference for the realization of teaching goal.