Practical Research On The Flipped Classroom Model In Chinese Junior Middle School

The Flipped Classroom teaching mode is a new teaching mode in the Internet age,which is actively promoted by the State.It is emphasized on the development of efficient classroom by self-study and raised questions before class,sharing and improvement in class.China’s Flipped Classroom model is closely related to basic education reform.Our country vigorously promotes this teaching method in all levels of universities,middle and primary schools,which is highly valued by teachers,parents and students.All levels of schools actively explore how to apply "Flipped classroom" to their teaching.However,it is still in the primary stage both in cognition and in practice about how to effectively implement Flipped Classroom in junior middle school Chinese teaching at present.How to give consideration to the dual nature of Chinese subject?How to cultivate students’Chinese literacy in the basic education stage in order to facilitate their long-term development?The "Flipped Classroom" calls on students’ initiative in learning,demands for their reading and preliminary understanding of knowledge,tolerates their doubtful quality,and exercises in their cooperative exploration of organization and expression ability.These abilities are all urgently needed for the development of Chinese subject.No matter from the big time background or from the concrete work of education,"Flipped Classroom" mode is the trend of teaching mode reform and development,and its positive influence cannot be ignored.Based on the previous research results and the research in the work,the author carries out practical research on the Flipped Classroom model in Chinese class of junior middle school.The effective practice of teaching mode and the pursuit of human development in the process of practice are the main issues of research.Firstly,the research background,content,meaning and method of this thesis are discussed.Secondly,case study is carried out.Taking the "Subject Co-improvement classroom" of Luoyang Experimental Middle School as an example,the "Subject Co-improvement classroom" is formed by the close integration of the main symbiosis education thought into the Flipped Classroom mode.This part focuses on the analysis of the development status of the Chinese language subject,with specific examples.In order to rely on practical inquiry and evaluation reflection,discover effective experience and problems.Then carry out case investigation,do student questionnaire analysis,focus on students’ self-study,"questioning" before class,"consolidation" and "enhancement" in class;do teacher interview analysis,focus on listening to first-line language teachers’ evaluation of flipping classroom And feedback.Finally,the effects of practical research are analyzed and thoughts are made.The research shows that the Flipped Classroom mode has promoted the students’ language performance,ability and the development of teachers.However,it has a good requirement for teachers and wants to be more effective.More needs more.Policy,resource support.The conclusion part summarizes the characteristics of this study and expounds the research shortcomings and prospects.This paper probes into the Flipped Classroom model in Chinese class of junior middle school.And the main innovation lies in the relatively mature practice of curriculum reform in specific schools.There are a large number of typical small class cases and complete elass eases,as well as a comprehensive survey and interview practiee exploration.Comprehensive evaluation of the practical effect faces to objective performance,while pays attention to students and teachers.Practice research shows that the Flipped Classroom teaching model fits the "student-orientedt,concept,the facts are sought,the teaching according to the aptitude,the individualized learning is possible,can promote the students to grow better,and can also seek the teachers’ own breakthrough and development.