Research On The Reform Of The Organizational Form Of Flipped Classroom Teaching

The implementation of flipping classroom places new requests on the transformation of teaching organization.All the time,the organizational form of teaching in most primary and middle schools in China has been rigidly adhered to the spatial pattern of "Rice planting".The class teaching system of many students has caused the classroom teaching to be "centered on teachers,podiums and textbooks" to a certain extent.Students' learning needs and learning differences are neglected,and learning styles are single and passive.There is a lack of opportunities for independent thinking,collaborative discussion,and research.In the flipping classroom teaching mode based on constructivism theory,learning pyramid theory,cognitive domain teaching goal theory,multimedia cognitive learning theory and cooperative learning theory,the teaching procedure is completely reversed.The control of teaching progress is no longer an important indicator of class teaching.Teachers can focus on the students' learning situation,truly providing appropriate support and returning the learning dominance to students.Moreover,teachers should carry through the student-centered concept and give full play to the advantages of information technology,so that students are willing to take the initiative to pursue knowledge.Previously,the new teaching mode of flipping classroom has been widely practiced in the United States,Japan,and Taiwan.In recent years,in order to comply with the needs of education informationization and cater to the reform and development of teaching,many schools in China have begun to actively carry out the reform of flipping classroom.The two schools in J Middle School and L Middle School selected in this paper also implemented the reform of the flipping classroom earlier.As a national model high school and provincial key middle school,J Middle School has rich educational resources and sufficient school funding.Although J Middle School has reformed for several years,it has not yet develop into institutional level and long-term mechanisms,Reforms of flipping classroom has gradually divorced from the original intention.In addition,with the change of the headmaster,the focus of work shifts to other places,and the reform of the flipping classroom is also continually weak.L middle school ranks in the middle of the city.The quality of teachers and students is far less than that of J Middle School.However,the school's teaching community has a high degree of recognition for the reformation.The school has set four principles and guiding ideas for the reform of the flipping classroom,establishing the "Flipping Classroom Teaching Reform Experimental Leading Group",formulating a diversified evaluation system,regularly evaluating the implementation status of each link,adjusting policies and directions in a timely manner,and relying on hardware upgrades to help reform practice,utilizing modern teaching equipment and big data platform to conduct accurate assessments and corrective compensation.Through a series of reforms around the flipping classroom,L Middle School gradually grows from a weak school to a high-quality junior high school.The teaching achievements steadily advanced,forming a unique“1531 Hui Xue Classroom" model.Many domestic schools,like J Middle School,blindly pursue superficial"innovation" and neglect the true value of the flipping classroom.There is no detailed analysis of why reform and how to reform,lacking of strict planning.In general,the common problems in the reform of teaching organization are the formalization of reform,the lack of understanding of the school members,the path dependence on the traditional teaching model,the inadequate participation of the teaching community,and insufficient capacity for equipment and ideas of teachers.Correcting its' roots,weak leadership of the principal,weak teacher skills training,backward incentives and evaluation methods,and insufficient support from the government and social institutions are all important reasons for the reform sluggish and even failed.For the reform of how to promote the flipping classroom,this paper believes that in the promotion of flipping classroom reform,we must firstly optimize the school organizational structure and incentive mechanism,formulating a clear direction of teaching organization reform,building a flexible school organizational structure,and establishing an incentive mechanism to respect and respect;Secondly,it is necessary to improve the understanding and ability of school leaders and teachers,strengthening the reform's belief,deepening the understanding of flipping classroom,giving play to the leading role of school leaders,and empowering teachers to enhance their professional development;Thirdly,it is necessary to establish a scientific flipping classroom evaluation mechanism,giving play to the feedback function of teachers'evaluation,constructing a developmental student evaluation system,promoting the"school-based" school evaluation ideas,and promoting the development of the school's localized feature flipping classroom.In addition,it is also necessary to strengthen government support and network platform construction.The government,especially the education authorities,should improve the material security and institutional support for flipping classroom teaching reforms and help schools promote the reform process.