Applied Research Of Flipped Classroom In Junior High School Classroom

In our time,Information technology is becoming more and more widely used in primary and secondary schools in and out of class learning,resulting in a variety of new forms of teaching,Flipping classroom as a new paradigm of classroom teaching mode under the background of information technology has attracted much attention with many advantages.Nowadays,with the active participation and promotion of schools,educational researchers and practitioners,and students,the flipping classroom has become a new opportunity for the development and transformation of basic education in the context of educational informatization:On the one hand,the flipping classroom relies on the advantage of information technology,efficiently connects the curriculum resources with the students’ learning needs,changes the students’ learning methods and the teachers’ teaching methods.Providing a variety of learning environments and ways for students to learn conforms to the demands of the development of the times for education.On the other hand,the inversion class can promote the development of teachers,students and teaching and teaching.However,the flipping classroom is "imported" after all,and its development in China is still in the stage of localization,and some problems inevitably exist in the concrete implementation process of the flipping classroom.Based on this,this study selects class X of grade 8 in Changle Middle School in Shandong Province as the case study object,and explores the problems existing in the implementation of the class by going deep into the specific practice of flipping the classroom.Try to put forward the solution and path,for the flip classroom healthy,rapid development laid the foundation.The full text is divided into seven parts,including the introduction,the main part and the concluding language.The introduction part first introduces the research background of flipped classroom,then summarizes the current research status of flipped classroom in basic education,and then discusses the purpose and significance of this research,research ideas and methods.The first part is the theoretical overview of the flipping classroom.Since the rise of the overturned classroom in the United States,it has spread to the whole world and set off a new wave in the field of education and teaching reform.With the development of flipping classroom in China,its localization is becoming more and more obvious.Therefore,the development of flipping classroom with Chinese characteristics is worth studying and thinking by educators.Based on this,this study combines the theoretical research and practice of flipping classroom,discusses its basic connotation,and discriminates the related concepts to deepen the understanding and understanding of the flipping classroom;At the same time,it analyzes the characteristics of flipped classroom learning resources,teacher role,student learning,teacher-student interaction,teaching evaluation and so on.The second part discusses the value of flipping classroom.The implementation of flipping classroom brings opportunities for teachers’ professional development,helpsto enrich teachers’ knowledge reserve,promotes professional skills,and promotes win-win cooperation among teachers;At the same time,the flipping classroom adheres to the teaching idea of "learn first,then teach,learn to teach",accord with the law of students’ cognitive development,highlight the thought of student-oriented,it is helpful to improve the students’ comprehensive quality and promote the students’ all-round development;In addition,the flipping classroom has injected new vitality into the new curriculum reform of basic education,innovating the training mode of talents,promoting the teaching reform and promoting the research and development and sharing of high-quality teaching resources at the same time.And to a certain extent to promote the formation of learning community teachers and students,improve the quality of classroom teaching.The third part is to investigate the specific classroom teaching practice.First of all,a comprehensive introduction to the "second paragraph,four steps and ten links" teaching mode of Changle No.1 Middle School in Shandong Province;Secondly,by going deep into the practice of flipping classroom teaching in Class X of Grade 8 in Changle No.1 Middle School in Shandong Province,we explore the problems existing in the concrete implementation of the flipping classroom,It is mainly summarized as the lack of high quality teaching resources,the increase in the quantity and difficulty of teachers’ work,the poor effect of students’ learning efficiency,the intensification of differences,the poor effect of teacher-student interaction,the timeliness of teaching evaluation,the lack of diversity and so on.It shows that there is still a long way to go to implement the flipping classroom in normal teaching.Part 4th mainly explains the causes of the implementation of class X flipping in Changle No.1 Middle School.In view of the problems in class X class turnover,this paper analyzes the causes from three aspects,school,teacher and student:The school lacks the long-term guarantee mechanism for the implementation of the flipping classroom,such as the lack of the school efficient cooperative community,the lack of the relevant training incentive mechanism,the lack of matching teaching evaluation system and the limitation of the class size,etc.There is also resistance from teachers’ overturning classroom teaching to adapt to bad ideas and comprehensive literacy;And the resistance from students’ learning consciousness and ability.Part 5th explores the countermeasures for the implementation of class X flipping in Changle No.1 Middle School.According to the causes of the problems in the implementation of class X flipping classroom,the author puts forward some countermeasures from three aspects: school,teacher and student,in order to promote the better implementation of class X flipping classroom.Lay the foundation for the further development of the flip classroom.From the school level,through the construction of a reasonable and efficient cooperative community,improve the relevant training,incentive mechanism,desalination of the score requirements,establish a matching teaching evaluation system,and incorporate precision teaching.To improve the long-term guarantee mechanism of flip-over classroom implementation in the aspects of differential teaching and so on.From the teacher level,we need to deepen the understanding of the flipping classroom,enhance the confidence of the flipping classroom,and improve their own professional and abilityliteracy.From the point of view of students,it is necessary to improve the ability of self-control of learning,stimulate the initiative of learning,cultivate the consciousness and ability of self-study and cooperative inquiry learning.In order to help students better adapt to the practice of flipping classroom teaching.The research on the practice of flipping classroom teaching shows that it is necessary to improve the development of flipping classroom in the process of discovering and solving problems in order to realize the flipping classroom in a normal way.Therefore,educational research and practice workers should devote themselves to the theoretical and practical research of flipping classroom,and make great contribution to the healthy development of flipping classroom.