Exploration Of Flipped Classroom Teaching Practice In High School Information Technology Courses

With the popularity of the Internet,modern information technology provides new ideas for curriculum reform.As a new teaching mode,flipped classroom not only overturns the traditional teaching methods,but also reverses the roles of teachers and students,whose essence is to learn before teaching,making learning determines teaching.As a short,refined and innovative teaching resource not limited by time and space,the combination of micro lesson and flipped classroom not only changes students’ traditional learning style,making them learn actively rather than passively,but also promotes the improvement of students’ comprehensive abilities such as independent exploration,cooperative communication and so on.At the same time,it also provides a new way of thinking to solve the problems existing in the current information technology course teaching.In recent years,although the flipped classroom has been involved by many researchers,there are not many teaching researches related to the information technology curriculum looking on micro lesson as the main learning resource before class in senior high school.This research mainly deals with the exploration of flipped classroom teaching,centering on information technology curriculum of senior high school and taking micro lesson as the main pre-class learning resources.Firstly,this paper understands the related concepts and characteristics,development history,teaching application and related teaching theories of micro lesson and flipped elassroom through literature research.Secondly,based on the analysis of domestic excellent cases of flipped classroom teaching,it constructs teaching mode of high school information technology course.Thirdly,combined with teaching analyses and model of it,the paper works out the teaching design of flipped classroom,including the design of teaching cases,learning resources and teaching implementation plan,based on the results of interviews with teachers and the inquiry of the students’ requirements of learning.And then,taking the first-year senior students as the implementation object,it carries out three rounds of teaching practice research,aiming at finding out the problems existing in each round of practice research to analyze,improve and optimize eventually.Finally,through classroom observation,combined with assessment and questionnaires,we reflect on the effect of teaching implementation,and summarize the feasibility and effectiveness of teaching mode of the flipped classroom in high school information technology curriculum teaching.Evidence has proved that the flipped classroom teaching has achieved good results in improving students’ participation in Learning and cultivating students’ abilities of independent learning and cooperative communication.It also has a certain role in promoting teachers’professional ability and accumulated a certain amount of learning resources for information technology teaching.In addition,this study also lists the feedback of students in the process of teaching practice,as a reference for other schools to carry out flip classroom teaching practice.