Application Of Flipped Classroom In High School Chemistry Teaching

The flipped classroom is a kind of teaching mode that uses the resources such as micro-video to complete the knowledge transfer before class and the knowledge internalization in the classroom.In recent years,the flipped classroom has set off so big a wave of reform in Chinese education that many schools are experimenting.They flip the classroom by learning before class and practicing in the class.This mode is more in line with the different learning acceptance speeds of all kinds of students,which is more conducive to interactive cooperation of students and helps students' independent learning.I conducted a study on two parallel classes of my second year of high school.One class was a flip classroom experiment class,and one class was a traditional class control class.After the implementation of the teaching,the implementation effect of the flipped classroom was studied through testing.This research paper consists of five parts.The first part is the introduction,which explains the research background,research purpose,research content and research methods.The second part introduces the definition and theoretical basis of the flipped classroom.The third and fourth parts are the main parts of the thesis.The third part is the teaching case of "Chemical Equilibrium" flipped classroom,including unit instructional design,micro-class designs of 4 class hours,and learning task lists.The fourth part is the analysis of the application of flipped classroom.Through questionnaires,the paper analyzes the effects of flipped classroom application,the change of self-efficacy of chemistry learning,the initiative of learning and the change of participation.Through the interview,the advantages and problems of the chemistry flipped classroom were analyzed,suggestions for improvement were provided,and the effects and suggestions of the Chemical Equilibrium flipped classroom were reflected.Through the analysis of the results,the actual application effect of the flip classroom was analyzed.The fifth part is the research conclusion and research reflection.The conclusion of this study:flipped classroom can effectively improve students'performance,students' chemistry learning self-efficacy,students' initiative and classroom participation,and students' self-learning ability,independent thinking ability and communication ability,but we must ensure the effectiveness of student learning through effective supervision and inspection.The design of the micro-class should be related to the content of the class.There should be appropriate examples,and the micro-class should have a summary in the end.This part of "Chemical Equilibrium " cannot be fully flipped in the case of limited micro-courses.The flipping effect is different in each class.It is very difficult to adjust the movement of the Chemical Equilibrium.The specific effect depends on the instructional design.