| The Chinese Curriculum Standards for Compulsory Education（2011 edition）proposes that students in grades 7 to 9 should "learn to make their own reading plans,read various kinds of reading materials,the total amount of extracurricular reading is not less than 2.6million words,and read two or three classics every academic year".The Chinese textbooks compiled by the Ministry also made it clear that junior high school students should read 12 classics in three years.In the Shenyang area high school entrance examination,there will be a multiple choice question to test students’ mastery of reading classics.This paper combines the relevant teaching theory of "flipped classroom",and strives to effectively teach the classic reading.Through the questionnaire survey,the author has a deep understanding of the status quo of students reading classics and teachers teaching classics,analyzes what problems exist in the process of reading classics,finds out the deficiencies of teachers in the teaching of reading classics,and provides more directional and constructive strategies for this topic,so as to carry out the practice of flipping the classroom.The author hopes that through the application research of flipped classroom in the teaching of reading classics in junior high school,it can stimulate students ’interest in reading classics,cultivate the learning habits of reading classics,improve the teaching status of reading classics,and finally improve students’ learning level,and let students benefit them for life.This paper is divided into six parts:The first part is the introduction part,which expounds the origin of research,summarizes the practice and research of flipped classroom at home and abroad,the teaching research of classic reading,sorts out the advantages and disadvantages of existing research,and introduces the research content and methods of this topic.The second part is the investigation and analysis of the learning status and teaching status of junior high school classics reading,mainly using the questionnaire survey method and the interview method to comprehensively reflect the students ’learning situation and teachers’ teaching situation.At present,junior high school students have low interest in learning,strong utility in reading classics,and insufficient time for reading classics.At the same time,teachers also have a strong willingness to change their teaching methods,teachers have too heavy tasks,and still use the teacher-centered teaching mode and the imbalance between the hardware and software equipment of each school.The third part respectively from the junior high school Chinese curriculum standard independent,cooperation,explore the learning way and create a good atmosphere of everyone love reading,the development of junior high school students learning psychology and flipped classroom for students,teachers and the practical significance of society,discusses the flipped classroom in junior high school classic reading teaching significance.The fourth part is to use the way of combining theory and practice,from the teachers’ people-oriented education concept,basic theory of constructivism learning theory,humanistic learning theory and cognitive discovery learning theory support and modern teaching equipment support three angles to analyze the feasibility of flipped classroom in junior high school classic reading teaching.In the fifth part,the author puts the theory into practice,applies the flipped classroom to the teaching of famous book reading,and designs and implements the teaching from three perspectives: pre-class preparation,inquiry in class,and after-class evaluation.The sixth part is the feedback and reflection on the whole flipped classroom applied to the teaching process of reading classics.In the implementation of the flipped classroom,the author realized that no matter the reading task or the students watching micro videos before class,the overall completion of students is relatively high.Feedback through the whole process... |
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