Research On The Teaching And Learning Behaviors Of The Flipped Classroom In Junior High School

With the deep integration of information technology and classrooms,the introduction of flipped classroom teaching mode has changed the teaching mode that teachers use to listen to students in traditional classrooms.The flipped classroom teaching model advocates a “student-centered” teaching philosophy.More attention is paid to helping students learn,teachers are helping scholars,helping students to improve their independent learning ability,and focusing on the lifelong learning and development of students.There is great value in flipping the classroom teaching.What's more,the behaviors of teachers and students in the flipped classroom have changed because of the “flip”.Therefore,it is necessary to study the behaviors of teachers and students in the flipped classroom.This thesis selects teachers and students who implement the flipped classroom in H Experimental Junior High School as the research object,starting from the perspective of teachers and students,and researching flipped classroom teaching behaviors from three aspects: teachers' teaching behaviors,students' learning behaviors and teacher-student classroom interaction behaviors.By designing student questionnaires to start from the self-learning session and classroom sessions,we compared the four-dimensional learning behaviors of classroom and traditional classroom students' learning attitudes,learning abilities,learning strategies,and learning attention,and used data from over 400 valid questionnaires.The software processed and analyzed by the independent sample T test found that the four-dimension related topics of the students in the flipped classroom had higher mean values,but most of them were found in the analysis of teachers' interviews and interactions between teachers and students in the classroom.The students did not reach the teacher's expectations.Through designing the teacher's interview outline,questions are asked from the pre-teaching preparation and classroom interaction sessions,as well as after-school reflections,and questions are queried and the interview texts are sorted out,and the focus is condensed to analyze the teacher's teaching behaviors.By recording instructional videos,the teaching video of each lesson is coded for 3 seconds according to iFIAS(Improved Flanders Interactive Analysis System).By comparing with the norm,the characteristics of teacher-student classroom interaction are summarized.According to the result analysis of student questionnaire data,teachers' interview recording and classroom observation and coding were compared.It was found that the problems of students and teachers were:(1)Lack of initiative in learning.(2)Lack of students' ability to apply learning strategies.Attention is easily scattered and teachers need guidance and supervision.(3)There are "copying" and "coping with inspection" in the implementation of the flipping classroom teaching mode.(4)There are many presupposition designs in teachers' teaching,lack of encouraging language to guide students.(5)Lack of encouraging language to guide students: teachers' acceptance of new teaching-related technologies is low,and there is a reluctance to learn and use them.(6)Teachers need to pay more attention to the role of teaching reflection in teaching.(7)Teacher's lecture evaluation system needs to be improved.In the conversation with teachers and classroom observation,it is also found that the existing teaching resources,teaching platforms and systems also have certain problems:(1)The quality of teaching resources needs to be improved and the form needs to be enriched.(2)Software and hardware performance needs to be improved.Based on the above issues,this study mainly proposes the following solutions for teachers and school policies:(1)Elaborately design guides to provide more explicit guidance on learning methods.(2)Selecting and producing more suitable school-based resources to enrich students' learning resources.(3)Establish a more effective process evaluation mechanism to cultivate students' enthusiasm for participation in the classroom.(4)Optimize the existing teaching platform,teaching environment,and arrange courses more humanized.(5)Emphasizing the influence of indirect behavior in class on students and constructing a more effective teacher-student interaction model.(6)Improve teacher incentive policies so that teachers are more willing to use the flipped classroom teaching model.(7)Increase teachers' exchanges,training,and class activities to allow teachers to grow in competition.