| “Flipped Classroom” emphasizes "learning before teaching",implements the concept of student-centered and cooperative learning,enables students to complete self-study of basic knowledge before class on the basis of their own learning experience,to achieve low-level learning goals,and then encourages students to think deeply and complete high-level learning goals through cooperative learning and problem inquiry in class.In recent years,the integration of information technology and education has become increasingly close,and information based teaching equipment has not only become an indispensable teaching tool,but also promoted the updating of new teaching methods.“Flipped Classroom”s have emerged in this era.The application of “Flipped Classroom” in high school ideological and political course teaching responds to the national call for the cultivation of students’ core competencies in the subject,meets the internal needs of the development of high school ideological and political course curriculum,and aligns with the intrinsic pursuit of students’ advanced learning.Firstly,the paper explains the background of the proposed theme and the theoretical and practical significance of this study.The paper conducts a literature review on the connotation and application research of “Flipped Classroom” teaching mode both domestically and internationally,conducts a thorough investigation of the research status at home and abroad,and clarifies the research ideas and determines the research methods.Secondly,the paper delves into the connotation,characteristics,theoretical basis,and necessity of applying “Flipped Classroom”.The paper uses a questionnaire survey method to conduct an in-depth investigation into the effectiveness and difficulties faced by “Flipped Classroom” in high school ideological and political teaching,and to identify the reasons for its difficulties.The “Flipped Classroom” mainly faces three major challenges in its application process: the theoretical literacy of some teachers needs to be increased,the quality of students’ pre-class learning needs to be improved,and the effectiveness of classroom teaching needs to be strengthened.The main reasons for this dilemma are that some teachers lack understanding of the teaching value of “Flipped Classroom”s,and some teachers lack the ability to apply “Flipped Classroom”s The limited conditions for some schools to apply“Flipped Classroom”s and the constraints of real-life evaluation methods.Finally,the paper proposes four strategies to improve the application effect of “Flipped Classroom” from four aspects: improving the quality of pre-class learning in “Flipped Classroom”,improving the effectiveness of teaching in “Flipped Classroom”,strengthening post class reflection and ability improvement,and creating a favorable teaching environment.And around "The Great Reform and Opening up",teaching design was launched to explore the specific implementation path of “Flipped Classroom”s. |
