Strategy Of Flipped Classroom Model In Chemistry Teaching In Common High School

With the rapid development of science and technology in our country,great changes have taken place in school education.The appearance of the flipped classroom teaching mode has overturned the traditional classroom teaching mode and injected fresh blood into the business of education in our country.Therefore,based on specific subject teaching content,it has certain theoretical value and practical significance to study the implementation principles and strategies of the flipped classroom teaching mode.Through a comprehensive review of the literature about the flipped classroom teaching mode,firstly,this thesis expounds the meaning and essence of the flipped classroom teaching mode.The essence of flipped classroom teaching mode is to teach after learning.Before class,students learn by themselves through micro-videos,textbooks made by teachers and other related teaching materials;In the classroom,teachers organize students to explore the important and difficult points of teaching in combination with the questions raised by students,so as to realize the in-depth study of knowledge content,and develop students' subject ability and key competencies.Secondly,this thesis takes the teaching of “Oxygen Derivatives of Hydrocarbons” as an example to make a teaching video of the flipped classroom,develops the teaching design implementation case,introduces the design steps of the flipped classroom teaching mode,and proposes the implementation strategy of flipped the classroom teaching mode.And conducted an empirical study on the sample of the second grade students in senior high school.Finally,through some practical research,the author evaluated the practical effect,and summarized the effective implementation of the flipped classroom in high school chemistry teaching from the following three aspects:the relevant principles to be followed in the teaching design of the flipped classroom teaching mode,the promotion of the flipped classroom to fully mobilize the enthusiasm of all teachers and students and the application of the flipped classroom to pay more attention to the cultivation of students' autonomy in learning.At present,there are many obstacles to the effective implementation of flipped classroom: the information literacy of teachers is not high enough,which leads to the low quality of pre-class micro-video;In the process of self-study before class,students are over-dependent and accustomed to the supervision of teachers and parents,and lackof self-restraint and time management consciousness.What's more,some parents are mainly concerned about students' academic performance,and lack certain recognition and support for the school's teaching reform.All these factors have seriously hindered the effective implementation of the flipped classroom teaching model in classroom teaching.This research takes the teaching of “Oxygen Derivatives of Hydrocarbons” in senior high school chemistry as an example to develop micro-videos and teaching design cases,as well as the process and implementation strategies of the flipped classroom teaching mode proposed through empirical study,which has certain reference value for front-line teachers to effectively implement the flip classroom teaching mode.However,there are still some limitations,such as the shorter experimental period and fewer research samples.So in further study,the author should prolongs the experimental time and choose more students to explore the functions and effects of flipped classroom on students of different learning levels through further teaching practice so as to improve the quality of chemistry education in middle schools.