Research On The Design And Practice Of History Learning Activities In Junior Middle School Based On The Flipped Classroom Model

Since entering the 21st century,information technology has boomed rapidly,so to achieve educational informatization has long been put on the agenda and is being implemented.Meanwhile,new teaching models and means have emerged at the historic moment,promoting the fundamental reform of education and teaching.The new trend of the flipped classroom has been fast generalized and made corresponding contributions to educational informatization since it was introduced into China.Pursuing the philosophy of "learning before teaching and teaching based on learning",the flipped classroom has changed the traditional teaching model.The original stage of classroom teaching is set before students' independent learning.Through the guidance of teachers and the cooperative exploration of students,the process of internalizing knowledge is done.This teaching model has currently been applied in many areas across China,and numerous research results have been achieved.However,there is still room for further research on how to design the learning activities of the flipped classroom based on the concrete subject and phase of studying to offer more definite references for teachers.As a subject with strong critical thinking,history has a high requirement for students' thinking ability.To generalize the flipped classroom teaching model in the junior middle school history will play an important role in upgrading students' core quality,grasping the must-have learning ability,and acclimating to the development direction of educational informatization.By combining the teaching practice,this paper applies interviewing,case analysis,and literature research and tries to provide a design scheme regarding the learning activities of the junior middle school history based on the flipped classroom model.By doing so,it aims to offer a reference for junior middle school history teachers.The main content of this paper is divided into five parts.The first part is the introduction,which elaborates the origin of the topic,analyzes the current situation of the research at home and abroad,proposes research ideas and methods,and makes necessary interpretation in terms of the relevant concepts involved in this paper.The second part combines the specific situation of the author's unit to analyze the current situation of the junior middle school history teaching in Wuhan,reflect on the shortcomings in the current history teaching in junior middle schools,and put forward possible measures for improvement.The third part demonstrates the necessity and feasibility of implementing the flipped classroom teaching in the junior middle school history curriculum based on analyzing the current situation.The fourth part sets forth the implementation conditions,design principles,and specific design patterns of the flipped classroom(including three stages,that is,pre-class stage,in-class stage,and after-class stage)in the junior middle school history curriculum with such two concrete cases as Friendly Exchanges with Foreign Countries and The Rule of the Ming Dynasty.The fifth part describes the staple issues and the corresponding methods over the implementation of the flipped classroom teaching in the junior middle school history curriculum.The conclusion briefly summarizes this research,analyzes the shortcomings in this research,and proposes the possible research directions in the future.