Research On The Construction And Teaching Practice Of The "flipping In Class" Teaching Model Based On Micro-classes

Under the situation of structural reform of the national economy,the reform of the educational structure has also received attention,and many new modes and methods have been produced in the teaching.The flipped classroom,as one of the most admired models in many new educational models,has promoted the reform of the educational structure.In recent years,people began to study how the flipping classroom teaching model is better implemented in China in light of the current situation of China's education.The "in-class flip" teaching model came into being under such circumstances.In the process of localization research,the "in-class flip" teaching model came into being.The teaching mode of"in-class flip" has shifted the knowledge learning link after class back to the class.Although it is also the subversion of teaching structure,students can complete the whole process of knowledge construction and knowledge internalization in class,which is more in line with the current situation of school education in China.However,compared with the research on the flipped classroom teaching mode,there are few theories and practices in the "in-class flip" teaching mode in China.The flipped classroom teaching mode constructed by some scholars has its specific scope of application,and there are still limitations in the application process.Therefore,this study has improved the existing "in-class flip" teaching mode through the literature research on the flipped classroom teaching mode and the "in-class flip" teaching mode at home and abroad,combined with the characteristics of junior middle school information technology and the status quo of Chinese education development.The teaching mode of“in-class flip”based on micro-lecture was constructed,and teaching practice was carried out in the junior middle school information technology course.This article mainly discusses the following three aspects:First,the construction of the "in-class flip" teaching model based on micro-lectures.In the pre-class stage,the teacher prepares the teaching plan,the micro-curricular production,the guiding case and other teaching resources.In the after-class stage,the teacher performs the homework correction and summarizes the reflection;the in-class stage is the core of the junior middle school information technology "in-class flip".This model divides the in-class stage into three sections:" The front part of the class-the middle part of the class-the back part of the class".These three links complete the teaching process of self-learning,answering questions and evaluating and analyzing.In the teaching process of "in-class flip" of junior middle school information technology,the interaction between teachers and students and the process of "return to learning"for further knowledge construction are the innovations of this model.Second,based on the experimental design and teaching practice of the"in-class flip" teaching mode of micro-lecture.In order to further verify the implementation effect of the "in-class flip" teaching mode of information technology in junior middle school,this study selected students in grade seven of Beijing No.14 Middle School to conduct educational experiments.The experiment assumes that the "in-class flip" teaching mode of information technology in junior middle school can improve students' interest in information technology learning and academic level,and select two experimental classes and two control classes to conduct a two-month quasi-experimental study.In the course of the experiment,learn about the students' learning through classroom observation,study tests,questionnaires,interviews,etc.This paper focuses on the teaching implementation process in the course of a course on the use of graphic and textual production of electronic posters.Third,the experimental results of the "in-class flip" teaching mode based on micro-lectures are analyzed.Through the SPSS,the independent sample T test was conducted on the students'information technology test scores.The analysis found that the experimental class had performed better than the control class,especially in terms of operational knowledge.The research further analyzes the questionnaires and interview results.The results show that the "in-class flip"teaching mode of junior middle school information technology can improve students'interest in learning and academic level to a certain extent,thus verifying the experimental hypothesis and the expected experimental results.