Reflections On The Reversal Classroom Model Of Chinese Reading Teaching In Middle Schools

At the beginning of the 21st century,flipped classroom was popular in Chinese teaching circles of primary and secondary schools in China.Many schools and teachers recognized the innovation of flipped classroom teaching mode,transplanted it into domestic teaching environment,carried out many teaching experiments,and obtained rich teaching and research results on this basis.However,in recent years,the teaching mode of flipping classroom has gradually faded out of the academic field of vision,not only the related research has gradually decreased,but also the relevant teaching practice in primary and secondary schools has declined.However,the reversal of classroom teaching mode has some irreplaceable advantages.Especially in the 5G era,this modern education mode has a strong impact on the traditional education mode in the past.At the same time,it also creates a new opportunity to further improve the quality of education and teaching and optimize the way of personnel training.Long-term first-line teaching experience has made the author feel the shortcomings of simply and rigidly applying the foreign flipped classroom teaching mode in teaching practice.Therefore,the author systematically analyses the development path and main characteristics of the flipped classroom teaching mode in China,as well as the inevitable shortcomings of the flipped classroom teaching mode after it enters the domestic middle school teaching environment.On the basis of critical analysis,the author puts forward the idea of flipping classroom teaching mode.Improvement of classroom teaching mode.Through the pertinent analysis of the drawbacks of this teaching mode and the inquiry into its theory,this paper has made a series of attempts to improve the teaching mode of flipped classroom in middle school Chinese teaching.While maintaining the advantages of flipped classroom teaching mode,this paper tries to reduce the problems that it does not adapt to the current domestic teaching environment,promote the innovation and development of Chinese teaching template in domestic middle schools,and give it a new era of early high school.Secondary schools have more advanced teaching structure and mode in the method of classroom knowledge imparting of liberal arts reading.This paper is divided into five parts.The first chapter is the introduction,which mainly elaborates the research background and significance of the teaching mode of "flip classroom" in Chinese reading in middle schools,and explains the research content.Chapter two combs the teaching theory of flipping reading,and focuses on the advantages and conditions of the application of flipping classroom,which lays a theoretical foundation for the following development.Chapter three gives a detailed description of the main features of flip-flop Chinese reading from four aspects:autonomy,interaction,richness and convenience.Chapter Four points out the problems existing in the current teaching of Chinese reading in middle schools based on the teaching experience of Chinese reading in middle schools.These problems are the emptiness of the teaching mode,the lack of teachers'control over the classroom,the unreasonable design of independent learning,and the misunderstanding of teaching practice.These problems can provide reference for the teaching mode of Chinese reading in middle schools.The fifth chapter focuses on the teaching mode and strategy of flip-over Chinese reading,including the construction of flip-over Chinese reading teaching mode and the study of flip-over Chinese reading teaching strategy.In addition,through the teaching case of?Lian Po-lin's biography?,this chapter puts forward how to construct the teaching mode of flip-over Chinese reading,and puts forward relevant strategies and suggestions combined with reality.It includes formulating scientific learning objectives,guiding students to interpret the content of the text in depth,choosing appropriate reading entry points,encouraging students to ask questions and find problems,and tapping rich curriculum resources.