Research On The Problems And Optimization Of Flipped Classroom In The Implementation Of Geography Teaching

The development of information technology promotes the reform of education mode,and then gives birth to the flipped classroom teaching mode.Since it was introduced into China in2012,the flipped classroom teaching model has been widely used in classroom teaching in university secondary and elementary.While producing certain results,there are also problems of acclimatization that need to be solved urgently.In the environment where the senior middle school geography curriculum reform puts forward new requirements for cultivating students’ core literacy,combined with the domestic educational environment,the actual situation of teachers and the learning characteristics of students at different stages,explore the localized flipped classroom suitable for Chinese students,so as to make the introduced teaching mode effective.On the basis of systematically combing the relevant literature at home and abroad and comprehensively grasping the application and research status of "flipped classroom",this paper selects four senior middle schools in Liaoning Province that have implemented the geographical flipped classroom model to carry out questionnaire and interview survey,collects the feedback data of students and teachers,and analyzes that the current flipped classroom model has the problems of insufficient students’ autonomous learning ability,insufficient preparation of teachers’ roles,the grouping method needs to be adjusted and appropriate content should be selected to carry out flipping and other urgent problems to be solved;According to the problems in the investigation and the optimization suggestions put forward by the front-line teachers,we conduct a research on the optimization strategy of the senior middle school geography flipped classroom teaching mode.It constructs a universal senior middle school geography flipped classroom teaching mode,which is composed of four stages with the main line of basic preparation stage,self-study feedback stage before class,interactive generation stage in class and comprehensive consolidation stage after class,and multi links such as role consciousness preparation,self-study material production and classroom grouping preparation;In order to test the actual teaching effect of the optimized model,the comparative research method and data analysis method were used to carry out the pre-test and post-test design experiment of non randomly assigned control group for two classes of students in the first grade of a senior middle school.According to the difference of grades,it is concluded that the optimized teaching mode can significantly improve the teaching effect;Through the comparison of pre-test and post test data,it is concluded that the optimized senior middle school geography flipped classroom teaching model can give full play to students’ subjective initiative,help to improve students’ autonomous learning,knowledge transfer,problem-solving ability,and easier to form a good relationship between teachers and students,summarizes the shortcomings in the research process,such as short research time and small number of experimental classes.