An Empirical Study Of The Recitation Of Discourse To Improve Senior High School Students' Writing Ability

Since the rise of "flipped classroom" in the United States in 2007,it has not only exerted a significant impact on many primary and secondary schools in the United States,but also attracted the attention of many countries and regions.In 2011,"flipped classroom" was introduced into China and set off a wave of research in China.With the continuous development of the new college entrance examination reform,the ideological and political discipline in high schools is facing more severe tests and higher requirements.Many high schools have carried out pilot studies on classroom reform.The teaching mode of "flipped classroom" just caters to the needs of high school ideological and political classroom reform.It is a subversion of the traditional teaching classroom,starting with students' learning,paying attention to students' learning needs,attaching importance to students' full participation,and carrying out comprehensive evaluation on students.Therefore,it is of great significance to study the teaching mode of "flipped classroom" to improve the ideological and political classroom in rural high schools.This paper consists of five parts.In the introduction part,this paper states the reason for choosing this topic,collects and sorts out the research status of "flipped classroom" at home and abroad through Hubei Provincial Library,Wuhan Library,CNKI,Wanfang Data and other channels,and introduces its research ideas and methods.The second part first introduces in detail the rise of "flipped classroom" and the current situation of its development in China,especially the analysis of the introduction of "flipped classroom"into middle school teaching,which provides many practical samples for the introduction of "flipped classroom" into rural high school ideological and political course;secondly,it demonstrates and analyzes the reasons and basic conditions for "flipped classroom" to enter the rural high school ideological and political course,which is the basis of the whole research.The third part,after demonstrating the possibility of "flipped classroom"entering the ideological and political course in rural high schools,takes the Political Rights and Obligations of Citizens as an example to introduce in detail the teaching design that can be referred to in the teaching mode of "flipped classroom" in rural high schools,and mainly discusses the design of independent learning task list and micro-course.The fourth part is an extension of the third part,which also takes the Political Rights and Obligations of Citizens as an example to show the process of carrying out the "flipped classroom" teaching model in rural high schools,and obtains feedback and evaluation from students and teachers after the implementation of this model through questionnaires and personal interviews.The fifth part,on the basis of empirical research,demonstrates the practical teaching effect brought by the introduction of "flipped classroom" in rural high school ideological and political course,as well as what needs to be reflected in teaching practice.