A Comparative Study Of The Traditional Geography Teaching Mode In Senior High Schools And The SPOC+ Flipped Classroom Teaching Mode

With the quiet arrival of the information age,the continuous development of information technology has had a profound impact on the country,society and public life,and it has also played an important role in the reform of the education field.China’s education modernization 2035,released by China’s central and State Council,also shows the direction of future education development.Many new teaching models have been derived from the Internet plus education background.Among them,the SPOC+ flipped classroom teaching model,which combines the advantages of SPOC and flipped classrooms,has become the "new favorite" and has attracted the attention and favor of the education community.At present,most of the theoretical and practical research on SPOC+ flipped classroom teaching mode at home and abroad is carried out around higher education,while the application in the field of basic education is relatively scarce.As we all know,due to the pressure of test-oriented education,the traditional teaching mode of high school teaching in reality still occupies the mainstream,and its status is still difficult to shake due to various practical reasons.This research attempts to conduct a comparative study of the traditional high school geography teaching model and the SPOC+ flipped classroom teaching model,and strive to conduct a multi-angle and comprehensive in-depth comparison of the two in theory and practice,and in-depth analysis of the advantages and disadvantages of the two in the context of the information age And applicability,in order to provide reference and reference for the majority of frontline geography teachers to optimize their teaching methods and the innovation of high school geography teaching models.This research focuses on the field of basic education.First,based on the background of the times,the paper makes a deep analysis of the relevant research status of the research,and expounds the purpose,ideas,contents and methods of this study.At the same time,the core concepts and related theories involved in this study are explained.Secondly,it conducts a theoretical comparative analysis of the traditional high school geography teaching mode and the SPOC+ flipped classroom teaching mode,covering the teaching implication,teaching design,classroom operation procedures and their respective characteristics of the two teaching modes in high school geography teaching.On this basis,a comparative experiment was carried out between the traditional high school geography teaching mode and the SPOC+flipped classroom teaching mode,and the two were applied to the actual high school geography teaching.After a month of teaching experience,the experiments were conducted in the three schools of Yulin,Xi’an and Ankang.Class students issue and collect questionnaires,then process and analyze the questionnaires with the help of Excel and Origin software,and conduct interviews with teachers and students about teaching and learning experience,and then obtain the application effects and applicability of the two teaching modes.After the experiment,through the real feedback of teachers and students’ teaching experience and combined with their own teaching experience,suggestions for the implementation of the traditional high school geography teaching mode and the SPOC+ flipped classroom teaching mode are given.Finally,make a corresponding summary and prospect of this research.The research shows that SPOC + flipped classroom teaching mode is not only conducive to the improvement of students’ interest in geography and performance efficiency,but also conducive to the cultivation of students’ abilities in all aspects and the engraving of their core literacy.At the same time,the teaching effect is obviously better than the traditional teaching mode,but it also has some inevitable problems.Therefore,whether it is the traditional teaching mode or the SPOC+ flipped classroom teaching mode,Xia Yu has seen each other,and we should devote ourselves to the effective integration of the two in actual teaching in the future to achieve high-quality geography teaching.