Strategies Of Flipped Classroom Used In Ideological And Political Class In Senior High School

In 2017,the "Standard for High School Ideological and Political Education Courses" formally promulgated by the Ministry of Education clearly stipulates "the construction of an activity-based curriculum that will focus on cultivating the core qualities of ideological and political disciplines." In the teaching process,"course content should be made active."Around a topic,we must design a series of activities that cultivate the core qualities of students’ ideological and political disciplines to develop high school politics teaching.Therefore,the traditional teacher-lectured ideological and political teaching methods need to be changed to some extent.Classrooms should be as active and contextualized as possible to solve students’ doubts and improve their core literacy in ideological and political disciplines.They should also train students in higher-order thinking skills.Compared with traditional classrooms,flipping classrooms reverses the process of imparting knowledge and internalizing knowledge.In the previous class,knowledge transfer was carried out.and the internalization of knowledge under class was reversed to impart knowledge under the class and internalize the knowledge in class.From pre-school to post-secondary education,it reversed teaching space,teaching content,teacher roles,and teaching methods.It is in line with the requirements of the new curriculum reform and conforms to the trend of new curriculum reform.This article is mainly divided into five parts.First of all,it discusses the meaning,characteristics of flipping the classroom in its use in high school political class.Secondly,it proposes a flip-style pre-class preparation strategy,pre-classification of learning content in the class,self-delivered knowledge transfer of students before class,and a personalized tutoring program based on feedback from teachers;Afterwards,he put forward the implementation strategy of flipped-in class.Teachers use various forms to test students’ self-learning effects,classroom interaction to complete knowledge internalization,and consolidate exercises to achieve extension and expansion;Then analyzes the comprehensive evaluation strategy of the flipped classroom,the evaluation subject needs diversification,diversification of evaluation methods,and comprehensive evaluation dimension;Finally pointed out the attention problems in the application.Take the first lesson in cultural life,"taste culture" as an example.