Applied Research Of Flipped Classroom In High School History Teaching

It has been one of the contemporary education aims to make students participate in classroom teaching better.For a long time,the academic community has never stopped exploring this field.In the Outline of the National Medium-and Long-term Education Reform and Development Plan(2010-2020),the Ministry of Education pointed out that "Making Reform and Innovation a Strong Motivation for Educational Development." This orientation closely links the construction of the "student-led" classroom with the innovation of the teaching model.As far as current high school history teaching is concerned,it is still a long way to achieve the goal of "student-oriented" classroom.At present,most students ’cognition of the history discipline still stays in the "rote memorization" stage.They are rarely interested in historical learning,and they only know what it is,but do not know how it comes.In this context,how to reverse students’ prejudice against the history subject and arouse their enthusiasm for learning history has become an urgent problem facing high school history teachers.In the past 20 years,a series of new teaching modes,such as insinuation teaching,historical materials teaching and flipped classroom,have been applied in the history teaching of senior high school.In comparison,the author believes that flipped classroom teaching mode has changed the learning mode of students to the greatest extent,enabling students to take the initiative to learn and enjoy themselves,and truly creating a learning environment where teachers and students learn from each other and make progress together.On the basis of previous studies,this paper will use case analysis,experimental research and other methods to cooperate with questionnaires and use construction theory,cognitive learning theory and Multi-Intelligence learning theory as guidance to further demonstrate the application of flip classes in high school history classroom teaching.Relevant data are analyzed and conclusions are drawn.The full text is divided into five parts:The paper is divided into five parts.The first part,the introduction.On the basis of defining the connotation of flipped classroom,the feasibility of implementing flipped classroom teaching mode in China is discussed in detail.The second part is the overview of flipped classroom.On the basis of defining the connotation of flipped classroom,the feasibility of implementing flipped classroom teaching mode in China is discussed in detail.In the author’s opinion,the structure setting of current high school history textbooks,the learning situation of high school students and external supporting conditions can prove the feasibility of applying "flipped classroom" to high school history teaching.The third part,the advantages of flipped classroom in high school history learning.The author proposes that the implementation of flipped classroom teaching mode willbe conducive to the formation of five advantages: respect for individual differences of students,improve students’ ability to learn history,optimize classroom teaching design,create a vibrant history classroom,and arouse students’ interest in learning.The fourth part chooses the compulsory course Opium War,published by Yuelu Press,to carry out the teaching practice of the flipped classroom.This case attaches importance to the implementation of the teaching mode of flipped classroom and records the classroom situation with teaching steps and design intentions.In the fifth part,the author reflects on the aforementioned cases and proposes corresponding improvement measures.By means of questionnaire survey on the students participating in the experiment,this paper tries to find out the problems existing in the implementation of flipped classroom from different perspectives,and puts forward corresponding improvement measures,so as to provide reference for further application of flipped classroom teaching mode in history teaching of senior high school.