Research On Application Of Flipping Class In Ideological And Moral Education In Junior Middle School

Under the background of the Internet Plus,the education model and the teaching model innovate constantly so there are many excellent education resources appear.As a product of the Internet Plus,“Flipped Classroom”,basing on advanced teaching concepts and conforming to the development of the times,has attracted the attention of educators.The “Flipped Classroom” teaching model puts knowledge in the form of short video on the online education platform for students to learn independently.The classroom mainly deepens the understanding of knowledge through the interaction between the teacher and the students or among students.In Flipped Classroom,the traditional teacher-student relationship has completely changed and truly realized student-orientation class.Applying “Flipped Classroom” teaching model to the teaching of ideological and political courses in junior high school not only enriches the theoretical research of the ideological and political teaching model and teaching theory,but also promotes the development of classroom teaching under the new curriculum standard concept from the practical level.It is possible to apply flipped classroom in ideological and political courses because of the “flip” of educational concepts,educational methods,teaching evaluations,etc.This research,based on the investigation of Puyang Experimental Middle School,takes thetext ?new space of online life? in ideological and political course as an example.The author will design the class in the following three teaching aspects,pre-class preparation,classroom teaching activities and positive reflection after class.The author will pay more attention to the pre-class preparation and classroom teaching activities,especially the five major steps of classroom teaching will be focused,which are: leading-in,(selecting the appropriate situation according to the content of the lecture)cooperative inquiring,(carrying out the activitiesin the process of internalizing knowledge)teacher-student interaction,(creating a good classroom atmosphere)toconsolidating exercises(self-knowledge solidity),knowledge extension,and teaching reflection after class.And finally the author will complete the effect evaluation of this new teaching model by comparing with the teaching evaluation of the traditional teaching model from multiple-levels and multiple-subjects.